1. AP Week 3 Comparative Advantage Testing over Section 1 Basic Concepts
Graphs: Business Cycle, PPC

2. Tuesday
Objective: be able to explain how trade leads to gains for an individual and the economy. Explain the difference between absolute advantage and comparative advantage.
You will write and use math to calculate the trade differences. You will listen to Friedman on a pencil
EQ: What is the difference between absolute and comparative? Why is trade good?
Do Now: Answer the question I handed you as you came in on PPC

3. Milton Friedman Pencil video https://www. youtube. com/watch
Milton Friedman Pencil video Jason Walker video on Absolute and comparative advantage
Notes over comparative and absolute
With shoulder partner answer problems
What is “real exchange rate?”

4. Handouts and notes over comparative advantage

5. Economics Principles of N. Gregory Mankiw Sixth Edition
Please ask your students in advance to bring calculators to class. This PowerPoint chapter includes simple in-class exercises that lead students to see for themselves the gains from trade arising from comparative advantage.
This PowerPoint chapter covers the same topics as Chapter 3 in the textbook (comparative & absolute advantage, the gains from trade), but using a different example and a different approach that is likely to benefit your students. The textbook presents these topics using an example involving two individual producers (the farmer & rancher). After the example, the textbook states that its lessons apply to countries as well as individual producers. This PowerPoint presentation takes the opposite approach, illustrating the concepts with an example involving two countries, and then states that that the lessons apply to individuals as well as countries. Seeing the analysis both ways, and seeing a different example in class than in the textbook, will help students better learn these concepts.
The example in this PowerPoint chapter builds on the PPF example introduced in the Chapter 2 PowerPoint. (It is not essential to cover the Chapter 2 PowerPoint before this one, though.)
This PowerPoint omits “Should Tom Brady (formerly Tiger Woods) Mow His Own Lawn?” It’s a great example of comparative advantage, but it does not introduce any new concepts, and students can easily understand it on their own.

6. In this chapter, look for the answers to these questions:
Why do people—and nations—choose to be economically interdependent?
How can trade make everyone better off?
What is absolute advantage? What is comparative advantage? How are these concepts similar? How are they different?

7. hair gel from Cleveland, OH
Interdependence
Every day you rely on many people from around the world, most of whom you’ve never met, to provide you with the goods and services you enjoy.
hair gel from Cleveland, OH
cell phone from Taiwan
dress shirt from China
coffee from Kenya 7

8. Interdependence
One of the Ten Principles from Chapter 1: Trade can make everyone better off.
We now learn why people—and nations—choose to be interdependent, and how they can gain from trade.

9. The opportunity cost can be determined by the slope.
How many did you lose counting down and then over to create a fraction.

10. Our Example Two countries: the U.S. and Japan
Our Example
Two countries: the U.S. and Japan
Two goods: computers and wheat
One resource: labor, measured in hours
We will look at how much of both goods each country produces and consumes
if the country chooses to be self-sufficient
if it trades with the other country
The lessons illustrated by this international trade example also apply to trade between two individual producers. Note that this chapter in the textbook does the reverse: It develops the lessons in the context of an example involving two individual producers, and then states that the lessons also apply to international trade. So, between this PowerPoint and the textbook chapter, students will see the same concepts and lessons developed in two different but entirely consistent approaches and examples.
The example here is highly contrived and unrealistic in order to illustrate complex concepts as simply as possible. The example has some qualities that make it especially valuable:
* The two goods are fundamentally different (one is agricultural, the other manufactured), which makes gains from trade based on comparative advantage very likely. An example using more similar goods, say laptop computers and MP3 players, would not be appropriate for this chapter because it would more likely give rise to inter-industry trade, and the gains would likely arise from a source other than comparative advantage (probably increasing returns to scale).
* In the example here, it turns out that the U.S. has an absolute advantage in both goods, yet both countries gain from trade. Students see, therefore, that comparative advantage, not absolute advantage, is what’s necessary for trade to be mutually beneficial.
* In the real world, one often sees gains from trade based on comparative advantage occurring between countries that are very different—such as between rich industrialized countries and poor developing countries. This example shows that trade based on comparative advantage can also occur between countries that are at similar levels of industrialization and income. (Of course, the U.S. and Japan are very different, but they are far more similar than are, say, the U.S. and Botswana.) 10
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11. Production Possibilities in the U.S.
Production Possibilities in the U.S.
Get out graph paper and create a PPC
The U.S. has 50,000 hours of labor available for production, per month.
Producing one computer requires 100 hours of labor.
Producing one ton of wheat requires 10 hours of labor.
Based on this data how many computers and tons of wheat can the US produce?
Create a PPC with wheat on the vertical and computers on the horizontal.
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. 11

12. The U.S. PPF The U.S. has enough labor to produce 500 computers,
4,000
100
5,000
2,000
1,000
3,000
500
200
300
400
Computers
Wheat (tons)
The U.S. has enough labor to produce 500 computers,
or 5000 tons of wheat,
or any combination along the 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. 12
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13. The U.S. Without Trade
4,000
100
5,000
2,000
1,000
3,000
500
200
300
400
Computers
Wheat (tons)
Suppose the U.S. uses half its labor to produce each of the two goods.
Then it will produce and consume
250 computers and
2500 tons of wheat.
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. 13
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14. ACTIVE LEARNING 1 Derive Japan’s PPF
Use the following information to draw Japan’s PPF.
Japan has 30,000 hours of labor available for production, per month.
Producing one computer requires 125 hours of labor.
Producing one ton of wheat requires 25 hours of labor.
Your graph should measure computers on the horizontal axis.
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 three minutes of class time. It’s good practice and review for students, and helps break up the lecture.
© 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use.

15. Japan’s PPF Japan has enough labor to produce 240 computers,
Computers
Wheat (tons)
2,000
1,000
200
100
300
Japan has enough labor to produce 240 computers,
or 1200 tons of wheat,
or any combination along the PPF.
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. 15
© 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use. 15

16. Japan Without Trade
Computers
Wheat (tons)
2,000
1,000
200
100
300
Suppose Japan uses half its labor to produce each good.
Then it will produce and consume
120 computers and
600 tons of wheat. 16
© 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use. 16

17. Consumption With and Without Trade
Consumption With and Without Trade
Without trade,
U.S. consumers get 250 computers and 2500 tons wheat.
Japanese consumers get 120 computers and 600 tons wheat.
We will compare consumption without trade to consumption with trade.
First, we need to see how much of each good is produced and traded by the two countries. 17

18. ACTIVE LEARNING 2 Production under trade
1. Suppose the U.S. produces 3400 tons of wheat. How many computers would the U.S. be able to produce with its remaining labor? Draw the point representing this combination of computers and wheat on the U.S. PPF. 2. Suppose Japan produces 240 computers. How many tons of wheat would Japan be able to produce with its remaining labor? Draw this point on Japan’s PPF.
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.
© 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use.

19. U.S. Production With Trade
Computers
Wheat (tons)
4,000
100
5,000
2,000
1,000
3,000
500
200
300
400
Producing 3400 tons of wheat requires 34,000 labor hours.
The remaining 16,000 labor hours are used to produce 160 computers.
Point out to students that the red dot represents the combination (160 computers, 3400 tons of wheat). We will assume that this is the combination the U.S. produces in the scenario in which the U.S. trades. 19
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20. Japan’s Production With Trade
Computers
Wheat (tons)
2,000
1,000
200
100
300
Producing 240 computers requires all of Japan’s 30,000 labor hours.
So, Japan would produce 0 tons of wheat.
The red dot represents the combination (240 computers, 0 tons wheat). We will assume this is the combination that Japan produces.
Point out that, just because Japan is not producing any wheat does not mean that Japan’s consumers must all go on the Atkins diet (which shuns bread and other foods made from wheat). When trade is allowed, Japan can trade some of its computers for wheat produced in another country. 20
© 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use. 20

21. Exports & Imports Exports: goods produced domestically and sold abroad
Exports & Imports
Exports: goods produced domestically and sold abroad
To export means to sell domestically produced goods abroad.
Imports: goods produced abroad and sold domestically
To import means to purchase goods produced in other countries.
These terms are so basic that many instructors skip this slide.
There’s a subtle point that you might want to mention (if you’re anal like me), or that your students might ask about (especially if tourism is an important part of your local economy):
Someone from Germany or South Korea visits Las Vegas and spends $200 on a pair of tickets to a show. How should we classify this and other expenditures by foreign tourists on lodging and entertainment while they are vacationing here?
Answer: We count it in U.S. exports. It doesn’t matter that the service was consumed here. What matters is that it was produced here but sold to a foreign buyer.
Hence, a more precise definition of exports would be goods and serviced produced here and purchased by foreign buyers. This stricter definition of exports doesn’t care whether the good or service was consumed in the buyer’s home country or in the exporting country.
Similarly, a stricter and more precise definition of imports would include purchases by domestic residents of goods and services produced abroad—including entertainment and lodging services that tourists from the U.S. consume in the foreign countries they visit. 21

22. ACTIVE LEARNING 3 Consumption under trade
Suppose the U.S. exports 700 tons of wheat to Japan, and imports 110 computers from Japan.
(So, Japan imports 700 tons wheat and exports 110 computers.)
How much of each good is consumed in the U.S.? Plot this combination on the U.S. PPF.
How much of each good is consumed in Japan? Plot this combination on Japan’s PPF.
Some students need help figuring out that consumption of a good is the difference between the amount produced and the amount exported.
© 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use.

23. U.S. Consumption With Trade
Computers
Wheat (tons)
wheat
computers
3400
160
produced
4,000
100
5,000
2,000
1,000
3,000
500
200
300
400
110
+ imported
700
– exported
2700
270
= amount consumed
The red point again represents production.
Trade un-tethers consumption from production. The light blue point represents consumption. Notice that the consumption point is above the PPF. Without trade, it would not be possible to consume this combination of the two goods!
In a sense, international trade is like technological progress: it allows society to produce quantities of goods that would otherwise not be possible. 23
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24. Japan’s Consumption With Trade
wheat
computers
Computers
Wheat (tons)
2,000
1,000
200
100
300
240
produced
700
+ imported
110
– exported
700
130
= amount consumed
Again, the light blue point representing consumption is above the PPF. Without trade, it would not be possible to consume this combination of the goods. 24
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25. Trade Makes Both Countries Better Off
IT DOES NOT MEAN THAT THE COUNTRIES CAN PRODUCE MORE, BUT THEY CAN CONSUME MORE!
U.S.
consumption without trade
consumption with trade
gains from trade 20
270
250
computers
200
2700
2500
wheat
gains from trade
consumption with trade
consumption without trade
Japan
These tables summarize the gains from trade for both countries. 10
130
120
computers
100
700
600
wheat 25
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26. Where Do These Gains Come From?
Where Do These Gains Come From?
Absolute advantage: the ability to produce a good using fewer inputs than another producer
The U.S. has an absolute advantage in wheat: producing a ton of wheat uses 10 labor hours in the U.S. vs. 25 in Japan.
If each country has an absolute advantage in one good and specializes in that good, then both countries can gain from trade.
The last bullet point states that gains from trade will arise if each country has an absolute advantage in something. We will see next, though, that absolute advantage is not required for both countries to gain from trade. 26

27. Where Do These Gains Come From?
Where Do These Gains Come From?
Which country has an absolute advantage in computers?
Producing one computer requires labor hours in Japan, but only 100 in the U.S.
The U.S. has an absolute advantage in both goods!
So why does Japan specialize in computers? Why do both countries gain from trade? 27

28. Two Measures of the Cost of a Good
SOMETIMES THEY DO WITH INPUT
OTHER TIMES IT IS OUTPUT
Two Measures of the Cost of a Good
Two countries can gain from trade when each specializes in the good it produces at lowest cost.
Absolute advantage measures the cost of a good in terms of the inputs required to produce it.
Recall: Another measure of cost is opportunity cost. (OUTPUT)
In our example, the opportunity cost of a computer is the amount of wheat that could be produced using the labor needed to produce one computer. 28

29. Opportunity Cost and Comparative Advantage
Opportunity Cost and Comparative Advantage
Comparative advantage: the ability to produce a good at a lower opportunity cost than another producer
Which country has the comparative advantage in computers?
To answer this, must determine the opportunity cost of a computer in each country. 29

30. Opportunity Cost and Comparative Advantage
Opportunity Cost and Comparative Advantage
The opportunity cost of a computer is
10 tons of wheat in the U.S., because producing one computer requires 100 labor hours, which instead could produce 10 tons of wheat.
5 tons of wheat in Japan, because producing one computer requires 125 labor hours, which instead could produce 5 tons of wheat.
So, Japan has a comparative advantage in computers. Lesson: Absolute advantage is not necessary for comparative advantage! 30

31. Comparative Advantage and Trade
Comparative Advantage and Trade
Gains from trade arise from comparative advantage (differences in opportunity costs).
When each country specializes in the good(s) in which it has a comparative advantage, total production in all countries is higher, the world’s “economic pie” is bigger, and all countries can gain from trade.
The same applies to individual producers (like the farmer and the rancher) specializing in different goods and trading with each other. 31

32. ACTIVE LEARNING 4 Absolute and comparative advantage
Argentina and Brazil each have 10,000 hours of labor per month.
In Argentina,
producing one pound coffee requires 2 hours
producing one bottle wine requires 4 hours
In Brazil,
producing one pound coffee requires 1 hour
producing one bottle wine requires 5 hours
Which country has an absolute advantage in the production of coffee? Which country has a comparative advantage in the production of wine?
Allow a few minutes for students to work on this problem. Ask for volunteers to share their answers.
Variation: Before asking for volunteers, instruct students to compare their answers with their neighbors. Not everyone will volunteer to explain their answer to the class, but everyone will at least get to explain his or her answer to a classmate.
© 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use.

33. ACTIVE LEARNING 4 Answers
Brazil has an absolute advantage in coffee:
Producing a pound of coffee requires only one labor-hour in Brazil, but two in Argentina.
Argentina has a comparative advantage in wine:
Argentina’s opp. cost of wine is two pounds of coffee, because the four labor-hours required to produce a bottle of wine could instead produce two pounds of coffee.
Brazil’s opp. cost of wine is five pounds of coffee.
© 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use.

34. Unanswered Questions…
Unanswered Questions…
We made a lot of assumptions about the quantities of each good that each country produces, trades, and consumes, and the price at which the countries trade wheat for computers.
In the real world, these quantities and prices would be determined by the preferences of consumers and the technology and resources in both countries.
We will begin to study this in the next chapter.
For now, though, our goal was merely to see how trade can make everyone better off.
The textbook has a brief explanation of the range of prices that will permit gains from trade in the context of the farmer-rancher example.
The second bullet point mentions technology and resources. In our example, the technology is how many labor-hours are required to produce each good. The resources are simply the quantity of labor-hours available in each country.
In the following chapter (on supply & demand), students will begin their study of how prices and quantities are determined. 34

35. SUMMARY
Interdependence and trade allow everyone to enjoy a greater quantity and variety of goods & services.
Comparative advantage means being able to produce a good at a lower opportunity cost. Absolute advantage means being able to produce a good with fewer inputs.
When people—or countries—specialize in the goods in which they have a comparative advantage, the economic “pie” grows and trade can make everyone better off.
© 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use.

36. Tuesday in closing
Objective: be able to explain how trade leads to gains for an individual and the economy. Explain the difference between absolute advantage and comparative advantage.
You will write and use math to calculate the trade differences. You will listen to Fredman on a pencil
EQ: What is the difference between absolute and comparative? Why is trade good?
Do Now: Answer the question I handed you as you came in on PPC

37. Wednesday:
Objective be able to practice with PPC and comparative advantage, demonstrate that you can read a question and then create a graph to help answer the question.
You will read and write while creating graphs
EQ? How do I create the graph? How do I read the graph?
Do Now? Go back over your notes, pay attention to LF, answer the question I hand you.
Vocabulary test first 15 min. of class

38. Wednesday
With your shoulder partner and as a class use the whiteboards to answer questions shown on the smartboard.
Answer the FRQ
Go over the rubric for the FRQ.

39. Wednesday in closing
Objective be able to practice with PPC and comparative advantage, demonstrate that you can read a question and then create a graph to help answer the question.
You will read and write while creating graphs
EQ? How do I create the graph? How do I read the graph?
Vocabulary test first 15 min. of class
Section 1 test tomorrow that is comprehensive

40. Thursday Objective: practice calculating comparative advantage
You will read and write on your own using correct terms and translating from graphs to terms and from terms to graphs.
Eq what is an input versus an output? How do you set up each?
Do Now: Go back over your notes and get your notebook ready to turn in for a grade

41. ALL PHONES AND ELECTRONICS ON THE SHELF- PENCILS SCAN TRANS HAND OUT THE TEST WHEN YOU ARE FINISHED WITH THE TEST PICK UP THE SHEET WITH THE 4 ECONOMIC PHILOSOPHERS AND READ- TAKE C-NOTES ON THE SHEET. You will each be assigned to groups where you will need to create a poster over one of the men in class tomorrow. Tonight read about your philosopher and get additional information to bring to the group tomorrow. RETAKING THE TEST WILL HAVE 2 OPPORTUNITIES TO COME IN AND CORRECT THE TEST FOR ½ THE POINTS.

42. Friday
Be able to work through the released AP test questions with a partner
Be able to read the questions and convert the information into graphs and equations needed to answer the questions. Be able to write the answers in an acceptable format for the AP test.
EQ: each questions
Do not do the supply and demand
Write your answers on 1 sheet with both names, show the work
Do Now, get a page out and get a booklet on the sign in tray.

43. FRIDAY
Objective: be able to create a poster that describes one of the 4 economic philosophers you read about yesterday.
In a collaborative group be able to read the material and your notes from yesterday so that you can organize it into a format that allows you to connect the bio’s to the individual.
EQ: Who are these 4 economic philosophers and what is the primary belief that each had.
Do now: Read back over your notes on the 4 men and your notes on them.
Materials: poster paper, markers, sheets, pictures

44. In groups
Each group will take one of the 4 men and create a poster that tells us more about them
Must have on the poster: name and picture (I have some printed or you can bring one)
When they were born/died other bio info
Basic beliefs in economy
What they wrote
3-5 interesting facts about them

45. FRIDAY in closing
Objective: be able to create a poster that describes one of the 4 economic philosophers you read about yesterday.
In a collaborative group be able to read the material and your notes from yesterday so that you can organize it into a format that allows you to connect the bio’s to the individual.
EQ: Who are these 4 economic philosophers and what is the primary belief that each had.