Chapter 1 Discussion questions

A) How does the slope of a budget line illustrate opportunity cost and trade-offs? B) How does a budget line illustrate scarcity and the effect of limited incomes?

A) Budget lines are always sloped downward. This downward slope shows an inverse relationship between the two goods, meaning that as you increase one, the other must decrease. This decrease is what you are giving up, or opportunity cost, of the good you are getting more of. B) Budget lines illustrate scarcity in that they show you are limited by your income. Since they slope downward, they show you cannot keep getting more and more of both goods. There is always a trade-off. The area beyond the budget line represents combinations of the goods that are beyond your income.

A)What are economic resources? B) What categories do economists use to classify them? C) Why are resources also called factors of production? D)Why are they called inputs?

A) Economic resources are the natural, human, and manufactured inputs used to produce goods and services. B) Economic resources fall into four main categories: labor, land (natural resources), real capital (machines, factories, buildings, etc.,) and entrepreneurs C) Economic resources are also called factors of production because they are used to produce goods and services D) They are called inputs because they go in to a production process (like ingredients go into a bowl to make a cake), with the resulting goods and services also being referred to as output.

What is meant by the term "utility" and how does the idea relate to purposeful behavior?

"Utility" refers to the pleasure, happiness, or satisfaction gained from engaging in an activity (eating a meal, attending a ball game, etc.). It is an important component of purposeful behavior because people will allocate their scarce time, energy, and money in an attempt to gain the most utility possible.

Cite three examples of recent decisions that you made in which you, at least implicitly, weighed marginal cost and marginal benefit.

Student answers will vary, but may include the decision to come to class, to skip breakfast to get a few extra minutes of sleep, to attend college, or to make a purchase. Marginal benefits of attending class may include the acquisition of knowledge, participation in discussion, and better preparation for an upcoming examination. Marginal costs may include lost opportunities for sleep, meals, or studying for other classes. In evaluating the discussion of marginal benefits and marginal costs, be careful to watch for sunk costs offered as a rationale for marginal decisions.

State (a) a positive economic statement of your choice, and then (b) a normative economic statement relating to your first statement

a) The unemployment rate is 4.8% b) the unemployment rate is too high In general we treat "what is" statements as positive, "what should be" as normative, but keep an eye out for statements like "at full employment an increase in the production of pizzas should come at the cost of less robots." Some students may incorrectly identify the statement as normative because of the term "should."

. Explain how (if at all) each of the following events affects the location of a country's production possibilities curve: LO6 a. The quality of education increases. b. The number of unemployed workers increases. c. A new technique improves the efficiency of extracting copper from ore. d. A devastating earthquake destroys numerous production facilities.

a. Assuming better education translates into better work skills, then productivity should rise and this would shift the curve outward. b. Should not affect location of curve. Production moves inward, away from the curve. c. The curve should shift outward as more production is possible with existing resources d. The curve should shift inward with the destruction of resources (capital).

1) What is opportunity cost and how does it relate to the definition of economics? 2) W/ has a greater opportunity cost, Allocating a square block in the heart of New York City for a surface parking lot or Allocating a square block at the edge of a typical suburb for such a lot? Explain.

1) An opportunity cost is what was sacrificed to do or acquire something else. The condition of scarcity creates opportunity cost. If there was no scarcity, there would be no need to sacrifice one thing to acquire another. 2) The opportunity cost would be much higher in New York City as the alternative uses for that square block are much more valuable than for a typical suburban city block.

A) Why is money not considered to be a capital resource in economics? B) Why is entrepreneurial ability considered a category of economic resource, distinct from labor? C) What are the major functions of the entrepreneur?

A) Money is not considered a capital resource because money is not productive - it provides access to resources but itself does not directly contribute to the production of goods and services. Additionally, the quantity of money in circulation does not determine an economy's productive capacity, while the amount of capital and other resources does. Doubling the amount of money in circulation does not change the economy's physical capacity to produce goods and services. Money is, however, referred as a financial resource and financial capital, reflecting its ability to acquire real economic resources. B) Entrepreneurial ability and labor are both human resources, but they perform different functions in the productive process. Entrepreneurial ability does not directly produce goods and services; it organizes the resources that do. Labor refers to the human inputs that directly engage in production. C) Entrepreneurs are risk-takers: They coordinate the activities of the other three inputs for profit—or loss, which is why they are called risk-takers. Entrepreneurs sometimes manage companies that they own, but a manager who is not an owner is not necessarily an entrepreneur but may be performing some of the entrepreneurial functions for the company. Entrepreneurs are also innovators, or perhaps inventors, and profits help to motivate such activities.

A) Specify and explain the typical shapes of marginal-benefit and marginal-cost curves. B) How are these curves used to determine the optimal allocation of resources to a particular product? C) If current output is such that marginal cost exceeds marginal benefit, should more or fewer resources be allocated to this product? Explain.

A) The marginal benefit curve is downward sloping, MB falls as more of a product is consumed because additional units of a good yield less satisfaction than previous units. The marginal cost curve is upward sloping, MC increases as more of a product is produced since additional units require the use of increasingly unsuitable resource B) The optimal amount of a particular product occurs where MB equals MC C) If MC exceeds MB, fewer resources should be allocated to this use, as the additional cost is more than the additional benefit.

Suppose that you initially have $100 to spend on books or movie tickets. The books start off costing $25 each and the movie tickets start off costing $10 each. For each of the following situations, would the attainable set of combinations that you can afford increase or decrease? a. Your budget increases from $100 to $150 while the prices stay the same. b. Your budget remains $100, the price of books remains $25, but the price of movie tickets rises to $20. c. Your budget remains $100, the price of movie tickets remains $10, but the price of a book falls to $15.

Answer: a. increase because a larger budget allows you to purchase not only the combinations that you could afford before but also new combinations that you could not afford before (for example, you can now afford to purchase 4 books and 5 movie tickets); b. decrease because certain combinations are no longer affordable (for example, you can no longer purchase 10 movie tickets with your $100 budget); c. increase because the lower price allows you to purchase combinations that you could not afford before (for example, you can now purchase 6 books and 1 movie ticket)].

Potatoes cost Janice $1 per pound, and she has $5.00 that she could possibly spend on potatoes or other items. If she feels that the first pound of potatoes is worth $1.50, the second pound is worth $1.14, the third pound is worth $1.05, and all subsequent pounds are worth $0.30, how many pounds of potatoes will she purchase? What if she only had $2 to spend?

Answer: 3; 2 Feedback: Janice will purchase potatoes until the value of potatoes is less than the cost of potatoes or until her income has been exhausted. For example, assume Janice has $5.00 to spend on potatoes or other items and the cost of a pound of potatoes is $1. Now assume the first pound of potatoes is worth $1.50 to Janice. She will purchase this pound of potatoes since the value of the pound of potatoes ($1.50) is greater than the cost ($1). If the second pound is worth $1.14 and the third pound is worth a $1.05 then Janice will purchase these as well since the value exceeds the cost of $1. If all remaining pounds are worth $0.30 then Janice will not purchase these because the value is less than the cost. So, Janice will purchase 3 pounds of potatoes at total cost of $3.00. Now assume Janice only has $2.00 to spend on potatoes. She will purchase the first pound because it is worth $1.50 to her and it only costs a $1. She will purchase the second pound because it is worth $1.14. She has now spent her entire income on potatoes. She would like to purchase the third pound because the value of this pound of potatoes is $1.05, but she does not have the income to make this purchase. So, Janice will purchase 2 pounds of potatoes at a total cost of $2.00.

Suppose that you are given a $100 budget at work that can be spent only on two items: staplers and pens. If staplers cost $10 each and pens cost $2.50 each, then the opportunity cost of purchasing one stapler is: a. 10 pens. b. 5 pens. c. zero pens. d. 4 pens.

Answer: 4 pens. You must forego purchasing 4 pens if you are to free up enough money (4 x $2.50 = $10) to purchase a stapler.

Pham can work as many or as few hours as she wants at the college bookstore for $9 per hour. But due to her hectic schedule, she has just 15 hours per week that she can spend working at either the bookstore or at other potential jobs. One potential job, at a café, will pay her $12 per hour for up to 6 hours per week. She has another job offer at a garage that will pay her $10 an hour for up to 5 hours per week. And she has a potential job at a daycare center that will pay her $8.50 per hour for as many hours as she can work. If her goal is to maximize the amount of money she can make each week, how many hours will she work at the bookstore?

Answer: 4. Feedback: Pham will choose to work at the bookstore as long as the wage rate at the bookstore exceeds her other opportunities. However, if another job offers a higher wage rate she will choose employment there. She will work until her total time allotment (for work) is exhausted. For example, assume Pham only has 15 hours per week that she can work and the wage rate at the bookstore is $9 per hour. She can also spend her time working at a café that will pay her $12 per hour for up to 6 hours per week, at a garage that will pay her $10 an hour for up to 5 hours per week, and at a daycare center that will pay her $8.50 per hour for as many hours as she can work. She will choose to work at the café for the full 6 hours because the wage rate at the café is $12 per hour, which is greater than the wage rate at the bookstore of $9. This leaves her with 9 hours of work time remaining. Next, she will choose to work at the garage for the full 5 hours because the wage rate here is $10, which again is greater than the bookstore wage rate $9. After this decision she only has 4 hours of work time remaining. She will choose to work these last 4 hours at the bookstore because the bookstore wage rate of $9 exceeds the daycare center wage rate of $8.50.

Indicate whether each of the following statements applies to microeconomics or macroeconomics: LO3 a. The unemployment rate in the United States was 5.1 percent in September 2015. b. A U.S. software firm discharged 15 workers last month and transferred the work to India. c. An unexpected freeze in central Florida reduced the citrus crop and caused the price of oranges to rise. d. U.S. output, adjusted for inflation, increased by 2.4 percent in 2014. e. Last week Wells Fargo Bank lowered its interest rate on business loans by one-half of 1 percentage point. f. The consumer price index rose by 0.2 percent from August 2014 to August 2015.

Answer: a. macro; b. micro; c. micro; d. macro; e. micro; f. macro

Match each term with the correct definition. economics opportunity cost marginal analysis utility a. The next-best thing that must be foregone in order to product one more unit of a given product. b. The pleasure, happiness, or satisfaction obtained from consuming a good or service. c. The social science concerned with how individuals, institutions, and society make optimal (best) choices under conditions of scarcity. d. Making choices based on comparing marginal benefits with marginal costs.

Answer: a. opportunity cost; b. utility; c. economics; d. marginal analysis

Studies indicate that married men on average earn more income than unmarried men of the same age and education level. Why must we be cautious in concluding that marriage is the cause and higher income is the effect?

Correlation does not necessarily mean that there is causation. The relationship could be purely coincidental or dependent on some other factor not included in the analysis. It is also possible that higher income is the variable that "causes" marriage.

What are the two major ways in which an economy can grow and push out its production possibilities curve? LO7 a. Better weather and nicer cars. b. Higher taxes and lower spending. c. Increases in resource supplies and advances in technology. d. Decreases in scarcity and advances in auditing.

The economy produces output from resource inputs like land, labor, and capital. So one major way for an economy to grow and push out its production possibilities curve is for it to obtain more resources. The second major way is to develop new and better technologies so that the economy can produce more from any given amount of resources

What are the key elements of the scientific method and how does this method relate to economic principles and laws

The key elements include the gathering of data (observation), the formulation of possible explanations (hypothesis), testing the hypothesis, determining the validity of the hypothesis, and repeated testing of hypotheses that have appeared to be valid in prior tests. The scientific method is the technique used by economists to determine economic laws or principles. These laws or principles are formulated to explain and/or predict behavior of individuals or institutions.

Suppose that, on the basis of a nation's production possibilities curve, an economy must sacrifice 10,000 pizzas domestically to get the 1 additional industrial robot it desires but that it can get the robot from another country in exchange for 9,000 pizzas. Relate this information to the following statement: "Through international specialization and trade, a nation can reduce its opportunity cost of obtaining goods and thus 'move outside its production possibilities curve.'"

The message of the production possibilities curve is that an individual nation is limited to the combinations of output indicated by its production possibilities curve. International specialization means directing domestic resources to output which a nation is highly efficient at producing. International trade involves the exchange of these goods for goods produced abroad. Specialization and trade have the same effect as having more and better resources or discovering improved production techniques. The output gains from greater international specialization and trade are the equivalent of economic growth.

For each of the following situations involving marginal cost (MC) and marginal benefit (MB), indicate whether it would be best to produce more, fewer, or the current number of units. LO4 a. 3,000 units at which MC = $10 and MB = $13. b. 11 units at which MC = $4 and MB = $3. c. 43,277 units at which MC = $99 and MB = $99. d. 82 units at which MC < MB. e. 5 units at which MB < MC.

a. more because MB > MC -- the benefit of consuming one more unit exceed the opportunity costs (scarce resources used elsewhere) of producing that additional unit. b. fewer because MC > MB -- the opportunity costs (scarce resources used elsewhere) of producing one more unit exceed the benefit of consuming that additional unit. c. current amount because MB = MC -- there is no net gain in using scarce resources in producing and consuming one more unit. d. more because MB > MC -- see the explanation for part (a) e. fewer because MB < MC -- see the explanation for part (b)