Solution Manual for All Chapters Part II/Solutions
PART II
SOLUTIONS
© 2020 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, 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 or school approved
learning management system for classroom use.
,
, Chapter 1/What is Economics?
CHAPTER 1
WHAT IS ECONOMICS?
DISCUSSION QUESTIONS
1. Think about a way you would construct a model of how your college is governed. Which
officers and administrators would you include and exclude from your model if the
objective were one of the following:
a. To explain how decisions on financial aid are made
b.To explain the quality of the faculty
Relate this to the map example in the chapter.
This question is designed to make students construct their own version of the map
example. A good answer is one in which (i) the people who are principally involved in
the decision are identified, (ii) the flow of information and persuasion between those
people is outlined and (iii) extraneous detail is eliminated. The ―model‖ is likely to be
quite different for part (a) and part (b). Thus decisions on financial aid may depend upon
the trustees, who set overall policy and attempt to raise funds; the president, who
allocates the college budget; the admissions office, which determines what portion of
each class is financially needy; and the counselors in the financial aid office, who make
decisions about individual cases. Information about policy flows from the top of the
bureaucratic hierarchy, and information about need from the bottom. In part (b), faculty
quality may be determined by the trustees, who may be responsible for setting salary
levels; the president or dean, who must agree to each faculty appointment and promotion;
and the faculty committees in each department and division, that search for potential
appointees. Instructors who assign this question may be amazed at the image of their
institution’s structure held by the students.
2. Relate the process of abstraction to the way you take notes in a lecture. Why do you not
try to transcribe every word uttered by the lecturer? Why don’t you write down just the
title of the lecture and stop there? How do you decide, roughly speaking, on the correct
amount of detail?
Most students are familiar with the need to abstract from detail, and take notes only about
the essential points. The student will want enough detail to be able to reconstruct the
instructor’s argument, but not so much detail as to obscure the main point. It is unlikely
that simply writing down the title of the lecture will enable the student to recall the main
arguments at a later date. The choices of how much detail, and what particular detail, are
similar to the choices an economist makes in thinking about a problem, that is to say, in
constructing a model. [This is a good opportunity to discuss note-taking with the
students. While most understand the basic idea, few are skilled at it. Take a look at a few
students’ lecture notes, and ask whether you would be comfortable learning economics
from those notes.]
© 2020 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, 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 or school approved
learning management system for classroom use.
, Chapter 1/What is Economics?
3. Explain why a government policy maker cannot afford to ignore economic theory.
Without theory, an economist (or anyone else) can only assemble facts, but she cannot
understand the relationship between those facts, in particular the cause-and-effect
relationships. For example, a person who ignores theory can notice that average prices
sometimes rise a short time after the country’s money supply increases, but has no way of
knowing whether there is a causal relationship between those two phenomena, or whether
they are just coincidences. A government policy maker who wants to change something
in the country only has a few policy ―tools‖ to use, and so she must have a theory to
indicate to her whether changing one of those tools is likely to have the desired result in
the country.
APPENDIX—USING GRAPHS: A REVIEW
TEST YOURSELF
1. Portray the following hypothetical data on a two variable diagram:
Academic Year Total Enrollment Enrollment in
Economics Courses
2012–2013 3,000 300
2013–2014 3,100 325
2014–2015 3,200 350
2015–2016 3,300 375
2016–2017 3,400 400
Measure the slope of the resulting line, and explain what this number means
Slope is 100 interpreted as 100 new students each academic year.
© 2020 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, 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 or school approved
learning management system for classroom use.
PART II
SOLUTIONS
© 2020 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, 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 or school approved
learning management system for classroom use.
,
, Chapter 1/What is Economics?
CHAPTER 1
WHAT IS ECONOMICS?
DISCUSSION QUESTIONS
1. Think about a way you would construct a model of how your college is governed. Which
officers and administrators would you include and exclude from your model if the
objective were one of the following:
a. To explain how decisions on financial aid are made
b.To explain the quality of the faculty
Relate this to the map example in the chapter.
This question is designed to make students construct their own version of the map
example. A good answer is one in which (i) the people who are principally involved in
the decision are identified, (ii) the flow of information and persuasion between those
people is outlined and (iii) extraneous detail is eliminated. The ―model‖ is likely to be
quite different for part (a) and part (b). Thus decisions on financial aid may depend upon
the trustees, who set overall policy and attempt to raise funds; the president, who
allocates the college budget; the admissions office, which determines what portion of
each class is financially needy; and the counselors in the financial aid office, who make
decisions about individual cases. Information about policy flows from the top of the
bureaucratic hierarchy, and information about need from the bottom. In part (b), faculty
quality may be determined by the trustees, who may be responsible for setting salary
levels; the president or dean, who must agree to each faculty appointment and promotion;
and the faculty committees in each department and division, that search for potential
appointees. Instructors who assign this question may be amazed at the image of their
institution’s structure held by the students.
2. Relate the process of abstraction to the way you take notes in a lecture. Why do you not
try to transcribe every word uttered by the lecturer? Why don’t you write down just the
title of the lecture and stop there? How do you decide, roughly speaking, on the correct
amount of detail?
Most students are familiar with the need to abstract from detail, and take notes only about
the essential points. The student will want enough detail to be able to reconstruct the
instructor’s argument, but not so much detail as to obscure the main point. It is unlikely
that simply writing down the title of the lecture will enable the student to recall the main
arguments at a later date. The choices of how much detail, and what particular detail, are
similar to the choices an economist makes in thinking about a problem, that is to say, in
constructing a model. [This is a good opportunity to discuss note-taking with the
students. While most understand the basic idea, few are skilled at it. Take a look at a few
students’ lecture notes, and ask whether you would be comfortable learning economics
from those notes.]
© 2020 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, 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 or school approved
learning management system for classroom use.
, Chapter 1/What is Economics?
3. Explain why a government policy maker cannot afford to ignore economic theory.
Without theory, an economist (or anyone else) can only assemble facts, but she cannot
understand the relationship between those facts, in particular the cause-and-effect
relationships. For example, a person who ignores theory can notice that average prices
sometimes rise a short time after the country’s money supply increases, but has no way of
knowing whether there is a causal relationship between those two phenomena, or whether
they are just coincidences. A government policy maker who wants to change something
in the country only has a few policy ―tools‖ to use, and so she must have a theory to
indicate to her whether changing one of those tools is likely to have the desired result in
the country.
APPENDIX—USING GRAPHS: A REVIEW
TEST YOURSELF
1. Portray the following hypothetical data on a two variable diagram:
Academic Year Total Enrollment Enrollment in
Economics Courses
2012–2013 3,000 300
2013–2014 3,100 325
2014–2015 3,200 350
2015–2016 3,300 375
2016–2017 3,400 400
Measure the slope of the resulting line, and explain what this number means
Slope is 100 interpreted as 100 new students each academic year.
© 2020 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, 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 or school approved
learning management system for classroom use.
