相互依存性与贸易的好处.ppt

* Deriving the intercepts, or endpoints of the PPF: The U.S. has 50,000 labor hours. It takes 100 hours to produce a computer. If the U.S. uses all its labor to produce computers, then it will produce 50,000/100 = 500 computers. Hence, the horizontal intercept is (500 computers, 0 wheat). It takes 10 hours to produce a ton of wheat. If the U.S. uses all its labor to produce wheat, then it will produce 50,000/10 = 5000 tons of wheat. Hence, the vertical intercept is (0 computers, 5000 tons of wheat). The PPF is the straight line that connects the two endpoints. * Of course, the U.S. could choose a different point. The actual choice will depend on the preferences of society. (In the following chapter – on supply and demand – we will learn what determines how much of each good society produces.) Important note for students: Without trade, a country consumes what it produces. Using this information to draw Japan’s PPF requires a calculator (or the ability to do long division). If your students have the “gutted handout” of these slides, they can draw their PPF on the axes provided on the following slide. This activity should take only 3 minutes of class time. It’s good practice review for students, and helps break up the lecture. * Horizontal intercept: (30,000 labor-hours)/(125 hours per computer) = 240 computers. Vertical intercept: (30,000 labor-hours)/(25 hours per ton of wheat) = 1200 tons of wheat. Give your students a few minutes to solve these problems before showing the answers on the next slides. This will break up the lecture, get the students involved, and give them practice with “word problems.” It is not necessary that all students finish both problems before moving on. It’s fine if most finish the first, and a few finish the second. However, the second problem is easy for most students. Note that most students will need a calculator to solve the first problem. * Point out to students that the red dot represents