1. 2
THE ECONOMIC PROBLEM
CHAPTER

2. Objectives After studying this chapter, you will be able to:
Define the production possibilities frontier and calculate opportunity cost
Distinguish between production possibilities and preferences and describe an efficient allocation of resources
Explain how current production choices expand future production possibilities
Chapter 1 talks about economics but Chapter 2 starts to do economics. Emphasize that doing economics requires practice. Tell the students that doing economics is like doing aerobics. Coming to class and watching you solve problems will provide the same benefits as going to the gym and watching the aerobics instructor go through some routines. Learning economics is like keeping fit. You must do the exercises—and the repeats.

3. production possibilities frontier
The production possibilities frontier (PPF) is the boundary between those combinations of goods and services that can be produced and those that cannot.
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.

4. production possibilities frontier
The production possibilities frontier (PPF) is the boundary between those combinations of goods and services that can be produced and those that cannot.
To illustrate the PPF, we focus on two goods at a time and hold the quantities of all other goods and services constant.
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.

5. production possibilities frontier
The production possibilities frontier (PPF) is the boundary between those combinations of goods and services that can be produced and those that cannot.
To illustrate the PPF, we focus on two goods at a time and hold the quantities of all other goods and services constant.
That is, we look at a model economy in which everything remains the same (ceteris paribus) except the two goods we’re considering.
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.

6. production possibilities frontier
This Figure shows the PPF for CDs and pizza, which stand for any pair of goods and services.
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 recreation lowers the GPA.
The Economics of Campus Life 101. First, assume a constant opportunity cost of recreation equal to a drop in the GPA for each hour spent not studying. The highest GPA possible is 4.0, the lowest is 1.333, and the negatively sloped PPF curve is a straight line. Ask the students to draw the graph based on your description. Help them to interpret the PPF graph: the intercept points reveal the maximum GPA and the maximum recreation hours possible, and the negative slope quantifies the tradeoff the student faces. Points on the curve represent production efficiency and points inside the curve represent a misallocation of the student’s time where opportunities for increases in recreation and/or GPA points are wasted.
Then show that the opportunity cost of each additional hour of recreation (lost GPA points) is constant. Ask the students why.

7. production possibilities frontier
Points inside and on the frontier, such as points A, B, C, D, E, F, and Z are attainable.
Points outside the frontier are unattainable.

8. Production Possibilities and Production Efficiency
We achieve production efficiency if we cannot produce more of one good without producing less of some other good.
Points on the frontier are efficient.

9. Production Possibilities and Production Efficiency
Any point inside the frontier, such as point Z, is inefficient.
Why?

10. Production Possibilities and Production Efficiency
Answer:
At such a point it is possible to produce more of one good without producing less of the other good.
At Z, resources are either unemployed or misallocated.

11. Production Possibilities and Tradeoff
Tradeoff Along the PPF
Every choice along the PPF involves a tradeoff.
On this PPF, we must give up some CDs to get more pizza or give up some pizza to get more CDs.

12. Production Possibilities and Opportunity Cost
The PPF makes the concept of opportunity cost precise.
If we move along the PPF from C to D the opportunity cost of the increase in pizza is the decrease in CDs.

13. Production Possibilities and Opportunity Cost
A move from C to D, increases pizza production by 1 million.
CD production decreases from 12 million to 9 million, a decrease of 3 million.
The opportunity cost of 1 million pizza is 3 million CDs.
One pizza costs 3 CDs.

14. Production Possibilities and Opportunity Cost
A move from D to C, increases CDs production by 3 million.
Butter production decreases by 1 million.
The opportunity cost of 3 million CDs is 1 million pizza.
One CD costs 1/3 of a pizza.

15. Production Possibilities and Opportunity Cost
Note that the opportunity cost of CDs is the inverse of the opportunity cost of pizza.
One pizza costs 3 CDs.
One CD costs 1/3 of a pizza.

16. Shape of Production Possibilities
Because resources are not all equally productive in all activities, the PPF bows outward—is concave.
The outward bow of the PPF means that as the quantity produced of each good increases, so does its opportunity cost.

17. Using Resources Efficiently
Possibility
Recreation (hours per day)
GPA (points) A
and
4.0 B 1
3.9 C 2
3.7 D 3
3.4 E 4
3.0 F 5
2.5 G 6
1.9 H 7
1.2 I 8
0.4
The Economics of Campus Life 102. Now ask the students whether they find the second hour of study as productive as the first and the third as productive as the second, and so on. With a bit of help, they will tell you that the effect on the GPA of an extra hour a day of study gets smaller the more hours per day the student studies.
Now give them the table on this hidden slide, which is similar to that in Figure 2.1and that captures this observation.
Ask the students to use the data in the table to draw the PPF graph and to calculate the opportunity cost of each successive hour recreation. Note that the opportunity cost of recreation is now increasing.
Ask them if this case looks more “realistic.”
To unhide this slide and add it to your lecture, select Slide Show on the menu bar and then click Hide Slide to cancel the hide.

18. Using Resources Efficiently
All the points along the PPF are efficient.

19. Using Resources Efficiently
All the points along the PPF are efficient.
To determine which of the alternative efficient quantities to produce, we compare costs and benefits.

20. Using Resources Efficiently
The PPF and Marginal Cost
The PPF determines opportunity cost.

21. Using Resources Efficiently
The PPF and Marginal Cost
The PPF determines opportunity cost.
The marginal cost of a good or service is the opportunity cost of producing one more unit of it.

22. Using Resources Efficiently
This figure illustrates the marginal cost of pizza.
As we move along the PPF, the opportunity cost (marginal cost) of pizza increases.

23. Using Resources Efficiently
here the blocks illustrate the increasing opportunity cost of pizza.
The black dots,
and the line labeled MC
show the marginal cost of pizza.

24. Preferences: Marginal Benefit
Preferences and Marginal Benefit
Preferences are a description of a person’s likes and dislikes.

25. Preferences: Marginal Benefit
Preferences and Marginal Benefit
Preferences are a description of a person’s likes and dislikes.
To describe preferences, economists use the concepts of marginal benefit and the marginal benefit curve.

26. Preferences: Marginal Benefit
Preferences and Marginal Benefit
Preferences are a description of a person’s likes and dislikes.
To describe preferences, economists use the concepts of marginal benefit and the marginal benefit curve.
The marginal benefit of a good or service is the benefit received from consuming one more unit of it.

27. Preferences: Marginal Benefit
Preferences and Marginal Benefit
Preferences are a description of a person’s likes and dislikes.
To describe preferences, economists use the concepts of marginal benefit and the marginal benefit curve.
The marginal benefit of a good or service is the benefit received from consuming one more unit of it.
We measure marginal benefit by the amount that a person is willing to pay for an additional unit of a good or service.

28. principle of decreasing marginal benefit.
It is a general principle that the more we have of any good or service, the smaller is its marginal benefit and the less we are willing to pay for an additional unit of it.

29. principle of decreasing marginal benefit.
It is a general principle that the more we have of any good or service, the smaller is its marginal benefit and the less we are willing to pay for an additional unit of it.
We call this general principle the principle of decreasing marginal benefit.

30. principle of decreasing marginal benefit.
It is a general principle that the more we have of any good or service, the smaller is its marginal benefit and the less we are willing to pay for an additional unit of it.
We call this general principle the principle of decreasing marginal benefit.
The marginal benefit curve shows the relationship between the marginal benefit of a good and the quantity of that good consumed.

31. principle of decreasing marginal benefit.
This figure shows a marginal benefit curve.
The curve slopes downward to reflect the principle of decreasing marginal benefit.
At point A, with pizza production at 0.5 million, people are willing to pay 5 CDs per pizza.

32. principle of decreasing marginal benefit.
At point B, with pizza production at 1.5 million, people are willing to pay 4 CDs per pizza.
At point E, with pizza production at 4.5 million, people are willing to pay 1 CD per pizza.

33. allocative efficiency
Efficient Use of Resources
When we cannot produce more of any one good without giving up some other good, we have achieved production efficiency, and we are producing at a point on the PPF.

34. allocative efficiency
Efficient Use of Resources
When we cannot produce more of any one good without giving up some other good that we value more highly, we have achieved allocative efficiency, and we are producing at the point on the PPF that we prefer above all other points.

35. Using Resources Efficiently
This point is determined by the quantity at which the marginal benefit curve intersects the marginal cost curve.

37. Using Resources Efficiently
If we produce less than 2.5 million pizza, marginal benefit exceeds marginal cost.
We get more value from our resources by producing more pizza.
On the PPF at point A, we are producing too many CDs, and we are better off moving along the PPF to produce more pizza.

39. Using Resources Efficiently
If we produce exactly 2.5 million pizza, marginal cost equals marginal benefit.
We cannot get more value from our resources.
On the PPF at point B, we are producing the efficient quantities of CDs and pizza.

41. Using Resources Efficiently
Recreation (hours per day)
Marginal cost (GPA points per hour)
0.5
0.1
1.5
0.2
2.5
0.3
3.5
0.4
4.5
5.5
0.6
6.5
0.7
7.5
0.8
Return to the question: Why do some of the brightest students not get a 4.0 GPA? The answer—because it doesn’t achieve allocative efficiency—can now be approached. The next step is to derive the marginal cost curve from the PPF. The table on this hidden slide provides 8 points on the MC curve. Use this opportunity to explain why we plot marginal values at the midpoints of changes—because the marginal cost at the midpoint approximately equals the average of the opportunity costs across the interval.
This slide and the next two are hidden. To use them in your lecture, select Slide Show on the menu bar and then click Hide Slide.

42. Using Resources Efficiently
Recreation (hours per day)
Willingness to pay (GPA points per hour)
0.5
0.7
1.5
0.6
2.5
3.5
0.4
4.5
0.3
5.5
0.2
6.5
0.1
7.5
The students must now think about preferences for recreation and study. You’ll be surprised how many students want to derive preferences from the PPF! Explain that the PPF provides the constraint—what is feasible—and preferences provide the objective—what is desirable in the opinion of the chooser.
Each additional hour of recreation likely yields a smaller marginal benefit to the student. Translate this to the proposition that the student’s willingness to give up GPA points for additional hours of recreation decreases and provide a table similar to that in Figure 2.3 that captures this observation. The slide provides an example that works.

43. Using Resources Efficiently
Recreation (hours per day)
Marginal cost (GPA points per hour)
0.5
0.1
1.5
0.2
2.5
0.3
3.5
0.4
4.5
5.5
0.6
6.5
0.7
7.5
0.8
Recreation (hours per day)
Willingness to pay (GPA points per hour)
0.5
0.7
1.5
0.6
2.5
3.5
0.4
4.5
0.3
5.5
0.2
6.5
0.1
7.5
To study or not to study a little bit longer? That is the Question. Walk the student through the thought experiment:
1. If I study for 8 hours a day I get a 4.0, but I am willing to pay much more than I will pay if a take a bit of time off studying and have some fun. So I will be better off if study less and take more recreation time.
2. If I don’t study at all I get a 0.4, and I am paying much more in lost GPA than I am willing to pay for the last bit of fun. So I will be better off if I study more and take less recreation time.
3. The only allocation at which I can’t become better off by studying a little bit more or a little bit less is where I am just willing to pay what the last bit of recreation costs—where marginal cost equals marginal benefit.
In this example, t the student studies for 4.5 hours and takes 3.5 hours a week of recreation time.
Explain that there is nothing strange or wrong with the fact that the student gets no net benefit from the last seconds-worth of recreation time. He/she is just willing to pay what it costs him/her.

44. Economic Growth
The expansion of production possibilities—and increase in the standard of living—is called economic growth.
Two key factors influence economic growth:
Technological change
Capital accumulation
Technological change is the development of new goods and of better ways of producing goods and services.
Capital accumulation is the growth of capital resources, which includes human capital.
You can have some fun and generate some discussion by getting the students to think about what life might be like after another 200 years of economic growth. Provide some numbers: In 2002, income per person in the United States was about $100 a day. In 1802 it was about 70¢ a day, and if the past growth rate prevails for another 200 years, in 2202 it will be $14,000 a day. Emphasize the magic of compound growth. If they think that $14,000 a day is a big income, get them to do a ballpark estimate of the daily income of Bill Gates (about $14 million!) Encourage a discussion of why scarcity is still present even at these large incomes.
Be sure to cover the “Standard of Living Tradeoff” idea that the students met in Chapter 1 and that they can now think about with the more powerful tool of the PPF.
If you wish, connect the discussion of efficiency with that of growth. Ask the students to explain what determines the efficient growth rate (not in text).

45. Economic Growth The Cost of Economic Growth
To use resources in research and development and to produce new capital, we must decrease our production of consumption goods and services.

46. Economic Growth This firgure illustrates the tradeoff we face.
We can produce pizza or pizza ovens along PPF0.
By using some resources to produce pizza ovens, the PPF shifts outward in the future.

48. Economic Growth Economic Growth in the United States and Hong Kong
In 1963, Hong Kong’s production possibilities (per person) were much smaller than those in the United States.

50. Economic Growth
By 2003, Hong Kong’s production possibilities (per person) were still smaller than those in the United States.
But Hong Kong grew faster than the United States grew by devoting more of its resources to capital accumulation.

53. THE END