MicroeconomicGRAPHSINECONOMICS幻灯片.ppt

* * * * * * * * Students always wonder why MC passes through the middle point of the bars. The height of each bar shows the cost of an average pizza in each of the 1 million pizza blocks. Focus on the 3rd 1 million pizzas. The opportunity cost of producing that 1 million pizzas is 3 million CDs. So in this range, the cost of an average pizza is 3 CDs. The dot indicates that 3CDs is the cost of the average pizza, which over this range is the 2.5 millionth pizza. * * * * * * * * * * * * * * * * * * * * * * * * * * * Notes and teaching tips: 5, 6, 21, 37, 41, and 58. To view a full-screen figure during a class, click the red “expand” button. To return to the previous slide, click the red “shrink” button. To advance to the next slide, click anywhere on the full screen figure. * * * * The production possibility frontier (PPF) is the first economic model the students see. Your first challenge it to ensure that the students understand the mechanics of the model. You can provide some help in the classroom but you main goal must be to get the student working—to develop good work habits. Encourage them to work the end-of-chapter problems, study guide questions, and to work the Practice Problems in MyEconLab so that they are comfortable with the mechanics of this chapter. * Your second challenge is to help the students begin to use the PPF model and to start thinking like economists. Thinking about everyday events in terms of graphs and tables of numbers is hard for most students. You can help them to appreciate economic modes in general and the PPF model in particular by using the model to describe the tradeoff between studying and a social life faced every day by each student. Why do some of the brightest students not get a 4.0 GPA? After sleeping, attending classes, and performing the mundane tasks of life, a student has 8 hours a day available for study and recreation. If the student spends all 8 hours studying, he/she will get a 4.0 GPA. But each hour of recrea