微观经济 原理5 贸易可以使每个人都获益[精选].ppt

* If you just covered Chapter 2, point out to your students that the U.S. PPF here is the same as in the Chapter 2 PowerPoint. Warn students that, in a few moments, they will be asked to derive Japan’s PPF. They will need to follow the same steps that you are about to show for deriving the U.S. PPF. * 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