Econ Intro PP-Part 2.ppt Introduction to economics
- 2. • NEEDS: are the basic necessities that a person must have in order to survive e.g. food, water, warmth, shelter and clothing • WANTS: are the desire that people have e.g. things that people would like to have, such as bigger homes, iphones, etc.
- 3. THE ECONOMIC PROBLEM • Unlimited Wants • Scarce Resources – Land, Labour, Capital • Resource Use • Choices A wind farm. Copyright: iStock.com
- 4. THE ECONOMIC PROBLEM O What goods and services should an economy produce? – should the emphasis be on agriculture, manufacturing or services, should it be on sport and leisure or housing? O How should goods and services be produced? – labour intensive, land intensive, capital intensive? Efficiency? O Who should get the goods and services produced? – even distribution? more for the rich? for those who work hard?
- 5. SCARCITY • The excess of wants resulting from having limited resources (land, labor, capital and entrepreneurs) in satisfying the endless wants of people. • It is a universal problem for societies – it is not limited to poor countries. • To the economist, all goods and services that have a price are relatively scarce. This means that they are scarce relative to people’s demand for them.
- 6. FACTORS OF PRODUCTION • Land - natural resources available for production - renewable resources: those that replenish - non-renewable resources: cannot be replaced • Labor - physical and mental effort of people used in production • Capital - all non-natural (manufactured) resources that are used in the creation and production of other products • Enterprise (Entrepreneurship) - refers to the management, organization and planning of the other three factors of production
- 7. Factors of Production Land Labor Capital Enterprise Rent Profit Interest Wages INCOME Payments to factors of Productio n
- 8. OPPORTUNITY COSTS ALL ECONOMIC QUESTIONS AND PROBLEMS ARISE FROM SCARCITY. ECONOMICS ASSUMES PEOPLE DO NOT HAVE THE RESOURCES TO SATISFY ALL OF THEIR WANTS.THEREFORE,WE MUST MAKE CHOICES ABOUT HOW TO ALLOCATE THOSE RESOURCES.WE MAKE DECISIONS ABOUT HOW TO SPEND OUR MONEY AND USE OUR TIME.
- 9. OPPORTUNITY COSTS - The cost of the next best use of your time or money when you choose to do one thing rather than another is opportunity cost. - Let's say you have five dollars.What would you like to spend it on? There are a million things you would love to spend five bucks on, but let's imagine there are only three things out there you really want to buy: gum, soda, and movie tickets. Look at the price chart below and answer the questions.
- 10. LOOK AT THE PRICE CHART BELOW AND ANSWER THE QUESTIONS. Good Price • Gum $ .50 • Soda $1.00 • MovieTicket $5.00 1. How many sodas can you buy instead of one movie ticket? 2. How many pieces of gum can you buy instead of one soda?
- 11. TRADE OFFS • Decisions involve tradeoffs.When you make a choice, you give up an opportunity to do something else. • The highest-valued alternative you give up is the opportunity cost of your decision.
- 12. • You won a radio station contest and you are now $300 dollars richer.You can finally start looking for a new system in your car. Determine what criteria you think are important for choosing a system and identify the tradeoffs made when selecting one stereo over another. • You will encounter similar decisions for the rest of your life – what college to attend, what house to purchase, what kind of car to purchase, when to have children, how many children do you want to have, what school to send your children to, etc. • Researching opportunity cost of all options in any decision making process is vital in order to make the best available choice. • Also keep this in mind,Americans spend 85% of their financial respurces on things that will not last for more than three years…
- 13. • Identical twins Ashley and Mary Kate graduate with Bachelors degrees and receive the same job offer.Ashley passes up the job offer to pursue a Masters degree while Mary Kate takes the job offer and begins working. • Two years pass and Ashley graduates and begins working. By this time Mary Kate has been promoted to a position that is comparable to Ashley’s starting position, and Mary Kate’s salary has increased to an amount that is comparable to Ashley’s starting salary.
- 14. SO WHO MADE THE BETTER DECISION,ASHLEY OR MARY KATE? • In business and in life, every choice we make comes at a cost since we forgo other possible alternatives in the process; this cost — whether it’s money, time, education, health, et cetera — is known as an opportunity cost. • In the example, one could argue that Ashley made the better decision since a Masters degree would be valuable if both lost their jobs and found themselves in a competitive job market.Yet when you look at the situation in terms of opportunity costs,Ashley’s Masters degree came at a cost of two years salary. If Ashley and Mary Kate stay on equal career paths from here on out, Mary Kate ends up making the better decision. An opportunity cost is the value or benefit of the next best alternative.
- 15. OPPORTUNITY COSTS EVEN COME INTO PLAY IN THE PURSUIT OF HAPPINESS Opportunity costs are all around us and they differ from individual to individual.Take one look at Steve Jobs and Bill Gates and think of the opportunity costs if they had decided to forgo their entrepreneurial pursuits and continue their college education instead. Things would be very different now. Ultimately, opportunity costs apply to anything which is of value to a person and being conscious of how they apply to your situation can help in making a satisfactory choice/decision by considering the value or benefit of the next best alternative.
Editor's Notes
- #1: This series of slides will introduce some key concepts to students – the economic problem, opportunity cost and production possibility frontiers.
- #3: Discussion can take place here about the key elements of the economic problem – the unlimited wants of humans against the scarce resources that exist to meet those wants. The notion of supply and demand can be introduced here and students can be involved by making a list of all the things they would like to buy if they had unlimited amounts of money! If then asked to trim that list down to meet a budget the more outrageous items disappear. This then introduces the notion of having to make choices – this issue can be discussed further using examples drawn from students own experiences about the choices they have had to make – possibly involving the choice of subjects they have had to make at college or school in relation to the time available, etc! How we use our scarce resources can also be linked into this discussion. The wind turbines highlight an issue raised in the In the News section (http://www.bized.ac.uk/cgi-bin/chron/chron.pl?id=1928) about the intention to build wind farms in areas of the UK and the controversies that it creates – useful to link theory and practice at an early stage.
- #4: This is the traditional three key questions any economic system has to answer. Many students would have difficulty defining what an ‘economy’ actually is! It is useful at this stage to clear this up – a system for the production and exchange of goods and services to satisfy the wants and needs of the population. This is open ended enough to be able to incorporate all manner of economic systems from a barter system that still exists in remote parts of the world to sophisticated economic systems such as the UK and US! The questions and the examples raised can be used for discussion – get the students to express their views at this stage and be as controversial as possible to stimulate discussion and involvement!