HO_ch01

Chapter Outline andLearning Objectives

1.1 Three Key Economic Ideas, page 4Explain these three key economic ideas:People are rational. People respond toincentives. Optimal decisions are made atthe margin.

1.2 The Economic Problem That Every Society MustSolve, page 7

Discuss how an economy answers thesequestions: What goods and services will beproduced? How will the goods and servicesbe produced? Who will receive the goodsand services produced?

1.3 Economic Models, page 11Understand the role of models in economicanalysis.

1.4 Microeconomics and Macroeconomics, page 14Distinguish between microeconomics andmacroeconomics.

1.5 A Preview of Important Economic Terms, page 15Become familiar with important economicterms.

APPENDIX: Using Graphs and Formulas, page 24Review the use of graphs and formulas.

Economics: Foundations and Models

C H A P T E R 1

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Economics in YOUR LIFE!

Will You Be Competing with Immigrant Workers for Your Next Job?

Immigrant workers holding H-1B visas compete with U.S. workers for many high-paying jobs. Forexample, the average salary of H-1B visa holders working in the social sciences—including econom-ics—is over $60,000. Managers with H-1B visas and a professional degree earn $107,500, and com-puter scientists earn $71,200. Suppose you plan on working as a software engineer, a financial ana-lyst, an accountant, a lawyer, or in another industry where a high level of education is required. Isit likely that during your career, you will be competing for a job with immigrant workers fromChina, India, or some other foreign country? As you read the chapter, see if you can answer thisquestion. You can check your answer against the one we provide at the end of the chapter.

� Continued on page 16

The number of jobs requiring technical edu-cation and training continues to increase.Many U.S. firms, particularly those involvedwith information technology, have had diffi-culty filling all their available job openingswith U.S. citizens. U.S. law restricts the num-ber of foreign “specialty workers” who mayenter the United States under the H-1B visaprogram to just 65,000 per year. This visaprogram covers a very broad range of work-ers—from software engineers to fashionmodels. Bill Gates, chairman of Microsoft,testified before Congress in 2008 that limit-ing the number of foreign technical workersallowed into the United States was resultingin a “critical shortage of scientific talent” andhindering the ability of U.S. firms to com-pete with foreign firms. Gates noted that for-eign students make up more than half ofenrollments in computer science programsat leading U.S. universities:

We provide the world’s best universities . . .and the students are not allowed to stay andwork in the country. The . . . smartest peo-ple want to come here, and that’s a hugeadvantage to us, and in a sense, we’re turn-ing them away.

In 2009, though, Congress tightenedrather than loosened restrictions on theimmigration of technical workers to theUnited States. As part of the 2009 Recoveryand Reinvestment Act, a bill intended tostimulate the U.S. economy during therecession, Congress put strict limits on theability of banks and other firms receivinggovernment aid to hire foreign workers.Economists and policymakers have debatedhow restrictions on the immigration oftechnical workers affect the U.S. economy.In this chapter and the remainder of thisbook, we will see how economics providesus with tools to analyze many importantquestions, including the economic effect ofthe immigration of skilled workers.

AN INSIDE LOOK AT POLICY onpage 18 discusses arguments for and againstrestricting the number of H-1B visas forhighly skilled workers.

Sources: “Turning Away Talent,” Wall Street Journal, March 10, 2009;Mehul Srivastava, “Anger Grows in India over U.S. Visa Rules,”BusinessWeek, February 24, 2009; and Grant Gross, “GatesRepeats Request for More H-1B Visas,” InfoWorld, March 12, 2008.

>> Microsoft Versus the U.S. Congress on Worker Visas


4 PA R T 1 | Introduction

In this book, we use economics to answer questions such as the following:

Scarcity A situation in whichunlimited wants exceed the limitedresources available to fulfill thosewants.

Economics The study of the choicespeople make to attain their goals,given their scarce resources.

Economic model A simplifiedversion of reality used to analyze real-world economic situations.

1.1 LEARNING OBJECTIVE

Explain these three keyeconomic ideas: People arerational. People respond toincentives. Optimal decisionsare made at the margin.

Market A group of buyers and sellersof a good or service and theinstitution or arrangement by whichthey come together to trade.

• How are the prices of goods and services determined?

• How does pollution affect the economy, and how should government policy deal

with these effects?

• Why do firms engage in international trade, and how do government policies affect

international trade?

• Why does government control the prices of some goods and services, and what are the

effects of those controls?

Economists do not always agree on the answers to every question. In fact, as we will see,

economists engage in lively debate on some issues. In addition, new problems and issues are

constantly arising. So, economists are always at work developing new methods to analyze

economic issues.

All the issues we discuss in this book illustrate a basic fact of life: People must make

choices as they try to attain their goals. We must make choices because we live in a world

of scarcity, which means that although our wants are unlimited, the resources available

to fulfill those wants are limited. You might like to own five BMWs and spend three

months each summer in five-star European hotels, but unless Bill Gates is a close relative,

you probably lack the money to fulfill these dreams. Every day, you make choices as you

spend your limited income on the many goods and services available. The finite amount

of time you have also limits your ability to attain your goals. If you spend an hour study-

ing for your economics midterm, you have one less hour to study for your history

midterm. Firms and the government are in the same situation as you: They also must

attain their goals with limited resources. Economics is the study of the choices con-

sumers, business managers, and government officials make to attain their goals, given

their scarce resources.

We begin this chapter by discussing three important economic ideas that we will return

to many times in this book: People are rational, people respond to incentives, and optimal deci-

sions are made at the margin. Then we consider the three fundamental questions that any

economy must answer: What goods and services will be produced? How will the goods and

services be produced? and Who will receive the goods and services produced? Next, we con-

sider the role of economic models in analyzing economic issues. Economic models are sim-

plified versions of reality used to analyze real-world economic situations. We will explore

why economists use models and how they construct them. Finally, we will discuss the differ-

ence between microeconomics and macroeconomics, and we will preview some important

economic terms.

Three Key Economic IdeasAs you try to achieve your goals, whether they are buying a new computer or finding apart-time job, you will interact with other people in markets. A market is a group ofbuyers and sellers of a good or service and the institution or arrangement by which theycome together to trade. Most of economics involves analyzing what happens in markets.Throughout this book, as we study how people make choices and interact in markets,we will return to three important ideas:

1. People are rational.2. People respond to economic incentives.3. Optimal decisions are made at the margin.


C H A P T E R 1 | Economics: Foundations and Models 5

Will Women Have More Babies if the Government Pays Them To?The populations of the United States, Japan, and mostEuropean countries are aging as birthrates decline and the

average person lives longer. The governments of these countries have programs to paymoney to retired workers, such as the Social Security system in the United States. Mostof the money for these programs comes from taxes paid by people currently working. Asthe population ages, there are fewer workers paying taxes relative to the number ofretired people receiving government payments. The result is a funding crisis that coun-tries can solve only by either reducing government payments to retired workers or byraising the taxes paid by current workers.

In some European countries, birthrates have fallen so low that the total populationwill soon begin to decline, which will make the funding crisis for government retirementprograms even worse. For the population of a country to be stable, the average womanmust have 2.1 children, which is enough to replace both parents and account for childrenwho die before reaching adulthood. In recent years, the birthrates in a number of coun-tries, including France, Germany, and Italy, have fallen below this replacement level. Theconcern about falling birthrates has been particularly strong in the small European coun-try of Estonia. In 2001, the United Nations issued a report in which it forecast that, givenits current birthrate, by 2050, the population of Estonia would decline from 1.4 million toonly about 700,000. The Estonian government responded by using economic incentives inan attempt to increase the birthrate. Beginning in 2007, the government began paying

|Making the

Connection

People Are RationalEconomists generally assume that people are rational. This assumption does not meanthat economists believe everyone knows everything or always makes the “best” decision.It means that economists assume that consumers and firms use all available informationas they act to achieve their goals. Rational individuals weigh the benefits and costs ofeach action, and they choose an action only if the benefits outweigh the costs. For exam-ple, if Microsoft charges a price of $239 for a copy of Windows, economists assume thatthe managers at Microsoft have estimated that a price of $239 will earn Microsoft themost profit. The managers may be wrong; perhaps a price of $265 would be more prof-itable, but economists assume that the managers at Microsoft have acted rationally onthe basis of the information available to them in choosing the price. Of course, noteveryone behaves rationally all the time. Still, the assumption of rational behavior isvery useful in explaining most of the choices that people make.

People Respond to Economic IncentivesHuman beings act from a variety of motives, including religious belief, envy, and com-passion. Economists emphasize that consumers and firms consistently respond toeconomic incentives. This fact may seem obvious, but it is often overlooked. For exam-ple, according to an article in the Wall Street Journal, the FBI couldn’t understand whybanks were not taking steps to improve security in the face of an increase in robberies:“FBI officials suggest that banks place uniformed, armed guards outside their doors andinstall bullet-resistant plastic, known as a ‘bandit barrier,’ in front of teller windows.”FBI officials were surprised that few banks took their advice. But the article also reportedthat installing bullet-resistant plastic costs $10,000 to $20,000, and a well-trained secu-rity guard receives $50,000 per year in salary and benefits. The average loss in a bankrobbery is only about $1,200. The economic incentive to banks is clear: It is less costlyto put up with bank robberies than to take additional security measures. FBI agents maybe surprised by how banks respond to the threat of robberies—but economists are not.

In each chapter, the Making the Connection feature discusses a news story or anotherapplication related to the chapter material. Read the following Making the Connectionfor a discussion of whether people respond to economic incentives even when makingthe decision to have children.



working women who take time off after having a baby their entire salary for up to 15months. Women who have a baby but who do not work receive $200 per month, which isa substantial amount, given that the average income in Estonia is only $650 per month.

Will women actually have more babies as a result of this economic incentive? As thegraph below shows, the birthrate in Estonia has increased from 1.3 children per womanin the late 1990s to 1.7 children per woman in 2008. This is still below the replacementlevel birthrate of 2.1 children, and it is too early to tell whether the increased birthrateis due to the economic incentives. But the Estonian government is encouraged by theresults and is looking for ways to provide additional economic incentives to raise thebirthrate further. And Estonia is not alone; more than 45 other countries in Europe andAsia have taken steps to try to raise their birthrates. These policies suggest that peoplemay respond to economic incentives even when making the very personal decision ofhow many children to have.

Optimal Decisions Are Made at the MarginSome decisions are “all or nothing”: For instance, when an entrepreneur decideswhether to open a new restaurant, he or she either starts the new restaurant or doesn’t.When you decide whether to enter graduate school or to take a job, you either entergraduate school or you don’t. But rather than being all or nothing, most decisions in lifeinvolve doing a little more or a little less. If you are trying to decrease your spending andincrease your saving, the decision is not really between saving all the money you earn orspending it all. Rather, many small choices are involved, such as whether to buy a caffèmocha at Starbucks every day or just three times per week.

Economists use the word marginal to mean “extra” or “additional.” Should youwatch another hour of TV or spend that hour studying? The marginal benefit (or, insymbols, MB) of watching more TV is the additional enjoyment you receive. Themarginal cost (or MC) is the lower grade you receive from having studied a little less.Should Apple produce an additional 300,000 iPhones? Firms receive revenue from sell-ing goods. Apple’s marginal benefit is the additional revenue it receives from selling300,000 more iPhones. Apple’s marginal cost is the additional cost—for wages, parts,and so forth—of producing 300,000 more iPhones. Economists reason that the optimaldecision is to continue any activity up to the point where the marginal benefit equals the

Fertilityrate (births

per woman)

1

1.2

1.4

1.6

1.8

2

2.2

2.4

1988 1990 1992 1994 1996 1998 2000 2002 2004 2006 20080

Source: Marcus Walker, “In Estonia, Paying Women to Have Babies Is Paying Off,” Wall Street Journal, October 20, 2006;Sharon Lerner,“The Motherhood Experiment,” New York Times, March 4, 2007; and Statistics Estonia, Population ReferenceBureau.

YOUR TURN: Test your understanding by doing related problem 1.7 on page 21 at the end of thischapter.




Discuss how an economyanswers these questions: Whatgoods and services will beproduced? How will the goodsand services be produced?Who will receive the goodsand services produced?

Solved Problem| 1-1Apple Computer Makes a Decision at the Margin

Suppose Apple is currently selling 10 million iPhones per year.Managers at Apple are considering whether to raise produc-tion to 11 million iPhones per year. One manager argues,“Increasing production from 10 million to 11 million is a good

idea because we will make a total profit of $500 million if weproduce 11 million.” Do you agree with her reasoning? What,if any, additional information do you need to decide whetherApple should produce the additional 1 million iPhones?

SOLVING THE PROBLEMStep 1: Review the chapter material. This problem is about making decisions, so you

may want to review the section “Optimal Decisions Are Made at the Margin,”which begins on page 6. Remember to think “marginal” whenever you see theword additional in economics.

Step 2: Explain whether you agree with the manager’s reasoning. We have seen thatany activity should be continued to the point where the marginal benefit isequal to the marginal cost. In this case, that involves continuing to produceiPhones up to the point where the additional revenue Apple receives from sell-ing more iPhones is equal to the marginal cost of producing them. The Applemanager has not done a marginal analysis, so you should not agree with herreasoning. Her statement about the total profit of producing 11 million iPhonesis not relevant to the decision of whether to produce the last 1 million iPhones.

Step 3: Explain what additional information you need. You will need additionalinformation to make a correct decision. You will need to know the additionalrevenue Apple would earn from selling 1 million more iPhones and the addi-tional cost of producing them.

YOUR TURN: For more practice, do related problems 1.4, 1.5, and 1.6 on pages 20–21 at the endof this chapter.

The Economic Problem That Every SocietyMust SolveBecause we live in a world of scarcity, any society faces the economic problem that it hasonly a limited amount of economic resources—such as workers, machines, and rawmaterials—and so can produce only a limited amount of goods and services. Therefore,

marginal cost—in symbols, where MB = MC. Often we apply this rule without con-sciously thinking about it. Usually you will know whether the additional enjoymentfrom watching a television program is worth the additional cost involved in not spend-ing that hour studying, without giving the decision a lot of thought. In business situa-tions, however, firms often have to make careful calculations to determine, for example,whether the additional revenue received from increasing production is greater or lessthan the additional cost of the production. Economists refer to analysis that involvescomparing marginal benefits and marginal costs as marginal analysis.

In each chapter of this book, you will see the special feature Solved Problem. Thisfeature will increase your understanding of the material by leading you through thesteps of solving an applied economic problem. After reading the problem, you can testyour understanding by working the related problems that appear at the end of the chap-ter and in the study guide that accompanies this book. You can also complete SolvedProblems on www.myeconlab.com and receive tutorial help.

Marginal analysis Analysis thatinvolves comparing marginal benefitsand marginal costs.



every society faces trade-offs: Producing more of one good or service means producingless of another good or service. In fact, the best way to measure the cost of producing agood or service is the value of what has to be given up to produce it. The opportunitycost of any activity—such as producing a good or service—is the highest-valuedalternative that must be given up to engage in that activity. The concept of opportunitycost is very important in economics and applies to individuals as much as it does tofirms or to society as a whole. Consider the example of someone who could receive asalary of $80,000 per year working as a manager at Microsoft but decides to open herown consulting firm instead. In that case, the opportunity cost of her managerial ser-vices to her own firm is the $80,000 she gives up by not working for Microsoft, even ifshe does not explicitly pay herself a salary.

Trade-offs force society to make choices when answering the following three funda-mental questions:

1. What goods and services will be produced?2. How will the goods and services be produced?3. Who will receive the goods and services produced?

Throughout this book, we will return to these questions many times. For now, we brieflyintroduce each question.

What Goods and Services Will Be Produced?How will society decide whether to produce more economics textbooks or more Blu-ray players? More daycare facilities or more football stadiums? Of course, “society”does not make decisions; only individuals make decisions. The answer to the questionof what will be produced is determined by the choices that consumers, firms, and thegovernment make. Every day, you help decide which goods and services firms will pro-duce when you choose to buy an iPhone instead of a BlackBerry or a caffè mocharather than a chai tea. Similarly, Apple must choose whether to devote its scarceresources to making more iPhones or more MacBook laptop computers. The federalgovernment must choose whether to spend more of its limited budget on breast can-cer research or on homeland security. In each case, consumers, firms, and the govern-ment face the problem of scarcity by trading off one good or service for another. Andeach choice made comes with an opportunity cost, measured by the value of the bestalternative given up.

How Will the Goods and Services Be Produced?Firms choose how to produce the goods and services they sell. In many cases, firms facea trade-off between using more workers or using more machines. For example, a localservice station has to choose whether to provide car repair services using more diagnos-tic computers and fewer auto mechanics or more auto mechanics and fewer diagnosticcomputers. Similarly, movie studios have to choose whether to produce animated filmsusing highly skilled animators to draw them by hand or fewer animators and more com-puters. In deciding whether to move production offshore to China, firms may need tochoose between a production method in the United States that uses fewer workers andmore machines and a production method in China that uses more workers and fewermachines.

Who Will Receive the Goods and Services Produced?In the United States, who receives the goods and services produced depends largely onhow income is distributed. Individuals with the highest income have the ability to buythe most goods and services. Often, people are willing to give up some of their income—and, therefore, some of their ability to purchase goods and services—by donating tocharities to increase the incomes of poorer people. Each year, Americans donate morethan $300 billion to charity, or an average donation of $2,750 for each household in thecountry. An important policy question, however, is whether the government should

Opportunity cost The highest-valued alternative that must be givenup to engage in an activity.

Trade-off The idea that because ofscarcity, producing more of one goodor service means producing less ofanother good or service.



Centrally planned economy Aneconomy in which the governmentdecides how economic resources willbe allocated.

intervene to make the distribution of income more equal. Such intervention alreadyoccurs in the United States, because people with higher incomes pay a larger fraction oftheir incomes in taxes and because the government makes payments to people with lowincomes. There is disagreement over whether the current attempts to redistributeincome are sufficient or whether there should be more or less redistribution.

Centrally Planned Economies versus Market EconomiesTo answer the three questions—what, how, and who—societies organize theireconomies in two main ways. A society can have a centrally planned economy in whichthe government decides how economic resources will be allocated. Or a society can havea market economy in which the decisions of households and firms interacting in mar-kets allocate economic resources.

From 1917 to 1991, the most important centrally planned economy in the worldwas that of the Soviet Union, which was established when Vladimir Lenin and theCommunist Party staged a revolution and took over the Russian Empire. In the SovietUnion, the government decided what goods to produce, how the goods would be pro-duced, and who would receive the goods. Government employees managed factoriesand stores. The objective of these managers was to follow the government’s orders ratherthan to satisfy the wants of consumers. Centrally planned economies like the SovietUnion have not been successful in producing low-cost, high-quality goods and services.As a result, the standard of living of the average person in a centrally planned economytends to be low. All centrally planned economies have also been political dictatorships.Dissatisfaction with low living standards and political repression finally led to the col-lapse of the Soviet Union in 1991. Today, only a few small countries, such as Cuba andNorth Korea, still have completely centrally planned economies.

All the high-income democracies, such as the United States, Canada, Japan, and thecountries of western Europe, are market economies. Market economies rely primarily onprivately owned firms to produce goods and services and to decide how to produce them.Markets, rather than the government, determine who receives the goods and servicesproduced. In a market economy, firms must produce goods and services that meet thewants of consumers, or the firms will go out of business. In that sense, it is ultimatelyconsumers who decide what goods and services will be produced. Because firms in amarket economy compete to offer the highest-quality products at the lowest price, theyare under pressure to use the lowest-cost methods of production. For example, in thepast 10 years, some U.S. firms, particularly in the electronics and furniture industries,have been under pressure to reduce their costs to meet competition from Chinese firms.

In a market economy, the income of an individual is determined by the payments hereceives for what he has to sell. If he is a civil engineer, and firms are willing to pay a salaryof $85,000 per year for engineers with his training and skills, that is the amount of incomehe will have to purchase goods and services. If the engineer also owns a house that he rentsout, his income will be even higher. One of the attractive features of markets is that theyreward hard work. Generally, the more extensive the training a person has received and thelonger the hours the person works, the higher the person’s income will be. Of course,luck—both good and bad—also plays a role here, as elsewhere in life. We can concludethat market economies respond to the question “Who receives the goods and services pro-duced?” with the answer “Those who are most willing and able to buy them.”

The Modern “Mixed” EconomyIn the nineteenth and early twentieth centuries, the U.S. government engaged in rela-tively little regulation of markets for goods and services. Beginning in the middle of thetwentieth century, government intervention in the economy dramatically increased inthe United States and other market economies. This increase was primarily caused bythe high rates of unemployment and business bankruptcies during the Great Depressionof the 1930s. Some government intervention was also intended to raise the incomes of

Market economy An economy inwhich the decisions of householdsand firms interacting in marketsallocate economic resources.



Mixed economy An economy inwhich most economic decisions resultfrom the interaction of buyers andsellers in markets but in which thegovernment plays a significant role inthe allocation of resources.

Productive efficiency A situation inwhich a good or service is producedat the lowest possible cost.

Allocative efficiency A state ofthe economy in which production is in accordance with consumerpreferences; in particular, every goodor service is produced up to the pointwhere the last unit provides amarginal benefit to society equal tothe marginal cost of producing it.

the elderly, the sick, and people with limited skills. For example, in the 1930s, the UnitedStates established the Social Security system, which provides government payments toretired and disabled workers, and minimum wage legislation, which sets a floor on thewages employers can pay workers in many occupations. In more recent years, govern-ment intervention in the economy has also expanded to meet such goals as protectionof the environment and the promotion of civil rights.

Some economists argue that the extent of government intervention makes it nolonger accurate to refer to the U.S., Canadian, Japanese, and western European economiesas pure market economies. Instead, they should be referred to as mixed economies. Amixed economy is still primarily a market economy because most economic decisionsresult from the interaction of buyers and sellers in markets. However, the governmentplays a significant role in the allocation of resources. As we will see in later chapters,economists continue to debate the role government should play in a market economy.

One of the most important developments in the international economy in recentyears has been the movement of China from being a centrally planned economy tobeing a more mixed economy. The Chinese economy had suffered decades of economicstagnation following the takeover of the government in 1949 by Mao Zedong and theCommunist Party. Although China remains a political dictatorship, production of mostgoods and services is now determined in the market rather than by the government. Theresult has been rapid economic growth that in the near future may lead to total produc-tion of goods and services in China surpassing total production in the United States.

Efficiency and EquityMarket economies tend to be more efficient than centrally planned economies. Thereare two types of efficiency: productive efficiency and allocative efficiency. Productive effi-ciency occurs when a good or service is produced at the lowest possible cost. Allocativeefficiency occurs when production is in accordance with consumer preferences. Marketstend to be efficient because they promote competition and facilitate voluntary exchange.With voluntary exchange, both the buyer and seller of a product are made better off bythe transaction. We know that the buyer and seller are both made better off because,otherwise, the buyer would not have agreed to buy the product or the seller would nothave agreed to sell it. Productive efficiency is achieved when competition among firmsin markets forces the firms to produce goods and services at the lowest cost. Allocativeefficiency is achieved when the combination of competition among firms and voluntaryexchange between firms and consumers results in firms producing the mix of goods andservices that consumers prefer most. Competition will force firms to continue produc-ing and selling goods and services as long as the additional benefit to consumers isgreater than the additional cost of production. In this way, the mix of goods and servicesproduced will match consumer preferences.

Although markets promote efficiency, they don’t guarantee it. Inefficiency can arisefrom various sources. To begin with, it may take some time to achieve an efficient out-come. When Blu-ray players were introduced, for example, firms did not instantly achieveproductive efficiency. It took several years for firms to discover the lowest-cost method ofproducing this good. As we will discuss in Chapter 4, governments sometimes reduceefficiency by interfering with voluntary exchange in markets. For example, many govern-ments limit the imports of some goods from foreign countries. This limitation reducesefficiency by keeping goods from being produced at the lowest cost. The production ofsome goods damages the environment. In this case, government intervention canincrease efficiency because without such intervention, firms may ignore the costs of envi-ronmental damage and thereby fail to produce the goods at the lowest possible cost.

An economically efficient outcome is not necessarily a desirable one. Many peopleprefer economic outcomes that they consider fair or equitable, even if those outcomesare less efficient. Equity is harder to define than efficiency, but it usually involves a fairdistribution of economic benefits. For some people, equity involves a more equal distri-bution of economic benefits than would result from an emphasis on efficiency alone.For example, some people support taxing people with higher incomes to provide the

Voluntary exchange A situation thatoccurs in markets when both thebuyer and seller of a product aremade better off by the transaction.

Equity The fair distribution ofeconomic benefits.




Understand the role of modelsin economic analysis.

funds for programs that aid the poor. Although governments may increase equity byreducing the incomes of high-income people and increasing the incomes of the poor,efficiency may be reduced. People have less incentive to open new businesses, to supplylabor, and to save if the government takes a significant amount of the income they earnfrom working or saving. The result is that fewer goods and services are produced, andless saving takes place. As this example illustrates, there is often a trade-off between effi-ciency and equity. Government policymakers often confront this trade-off.

Economic ModelsEconomists rely on economic theories, or models (the words theory and model are usedinterchangeably), to analyze real-world issues, such as the economic effects of immigra-tion. As mentioned earlier, economic models are simplified versions of reality. Economistsare certainly not alone in relying on models: An engineer may use a computer model of abridge to help test whether it will withstand high winds, or a biologist may make a physi-cal model of a nucleic acid to better understand its properties. One purpose of economicmodels is to make economic ideas sufficiently explicit and concrete so that individuals,firms, or the government can use them to make decisions. For example, we will see inChapter 3 that the model of demand and supply is a simplified version of how the pricesof products are determined by the interactions among buyers and sellers in markets.

Economists use economic models to answer questions. For example, consider thequestion from the chapter opener: What effect does immigration of technical workershave on the U.S. economy? For a complicated question like this one, economists often useseveral models to examine different aspects of the issue. For example, they may use amodel of how wages are determined to analyze the effect of the immigration of technicalworkers on wages in particular industries. Economists may use a model of internationaltrade to analyze how labor costs affect the competitiveness of high-technology firms.Sometimes economists use an existing model to analyze an issue, but in other cases, theymust develop a new model. To develop a model, economists generally follow these steps:

1. Decide on the assumptions to use in developing the model.2. Formulate a testable hypothesis.3. Use economic data to test the hypothesis.4. Revise the model if it fails to explain well the economic data.5. Retain the revised model to help answer similar economic questions in the future.

The Role of Assumptions in Economic ModelsAny model is based on making assumptions because models have to be simplified to beuseful. We cannot analyze an economic issue unless we reduce its complexity. For example,economic models make behavioral assumptions about the motives of consumers and firms.Economists assume that consumers will buy the goods and services that will maximizetheir well-being or their satisfaction. Similarly, economists assume that firms act to maxi-mize their profits. These assumptions are simplifications because they do not describe themotives of every consumer and every firm. How can we know if the assumptions in amodel are too simplified or too limiting? We discover this when we form hypotheses basedon these assumptions and test these hypotheses using real-world information.

Forming and Testing Hypotheses in Economic ModelsAn economic variable is something measurable that can have different values, such asthe wages paid to software programmers. A hypothesis in an economic model is a state-ment that may be either correct or incorrect about an economic variable. An example ofa hypothesis in an economic model is the statement that immigration of technical work-ers reduces wages paid to software programmers in the United States. An economichypothesis is usually about a causal relationship; in this case, the hypothesis states thatimmigration causes, or leads to, lower wages for U.S. software programmers.

Economic variable Somethingmeasurable that can have differentvalues, such as the wages of softwareprogrammers.



Positive analysis Analysis concernedwith what is.

We have to test a hypothesis before we can accept it. To test a hypothesis, we analyzestatistics on the relevant economic variables. In our H1-B visas example, we wouldgather statistics on the wages paid to software programmers and perhaps on other vari-ables as well. Testing a hypothesis can be tricky. For example, showing that the wagespaid to software programmers fell at a time when immigration was increasing wouldnot be enough to demonstrate that immigration caused the wage fall. Just because twothings are correlated—that is, they happen at the same time—does not mean that onecaused the other. For example, suppose that the U.S. economy went into a recession atthe same time that immigration of software engineers was increasing. In that case, therecession, rather than the immigration of foreign engineers, might have caused the fallin wages paid to software engineers in the United States. Over a period of time, manyeconomic variables change, which complicates the testing of hypotheses. In fact, wheneconomists disagree about a hypothesis, such as the effect of immigration on wages, it isoften because of disagreements over interpreting the statistical analysis used to test thehypothesis.

Note that hypotheses must be statements that could, in principle, turn out to beincorrect. Statements such as “Immigration is good” or “Immigration is bad” are valuejudgments rather than hypotheses because it is not possible to disprove them.

Economists accept and use an economic model if it leads to hypotheses that areconfirmed by statistical analysis. In many cases, the acceptance is tentative, however,pending the gathering of new data or further statistical analysis. In fact, economistsoften refer to a hypothesis having been “not rejected,” rather than having been“accepted,” by statistical analysis. But what if statistical analysis clearly rejects a hypoth-esis? For example, what if a model leads to a hypothesis that immigration lowers wagesof U.S. software programmers but the data reject this hypothesis? In that case, the modelmust be reconsidered. It may be that an assumption used in the model was too simpli-fied or too limiting. For example, perhaps the model used to determine the effect ofimmigration on wages paid to software programmers assumed that foreign softwareprogrammers entering the United States had the same training and experience as soft-ware programmers in the United States. If, in fact, U.S. software programmers havemore training and experience than immigrant programmers, this difference may explainwhy the data rejected our hypothesis.

The process of developing models, testing hypotheses, and revising modelsoccurs not just in economics but also in disciplines such as physics, chemistry, andbiology. This process is often referred to as the scientific method. Economics is asocial science because it applies the scientific method to the study of the interactionsamong individuals.

Normative and Positive AnalysisThroughout this book, as we build economic models and use them to answer questions,we need to bear in mind the distinction between positive analysis and normative analysis.Positive analysis is concerned with what is, and normative analysis is concerned withwhat ought to be. Economics is about positive analysis, which measures the costs andbenefits of different courses of action.

We can use the federal government’s minimum wage law to compare positive andnormative analysis. In 2009, under this law, it was illegal for an employer to hire aworker at a wage less than $7.25 per hour. Without the minimum wage law, some firmsand some workers would voluntarily agree to a lower wage. Because of the minimumwage law, some workers have difficulty finding jobs, and some firms end up payingmore for labor than they otherwise would have. A positive analysis of the federal mini-mum wage law uses an economic model to estimate how many workers have lost theirjobs because of the law, its impact on the costs and profits of businesses, and the gainsto workers receiving the minimum wage. After economists complete this positive analy-sis, the decision as to whether the minimum wage law is a good idea or a bad idea is anormative one and depends on how people evaluate the trade-off involved. Supportersof the law believe that the losses to employers and to workers who are unemployed as a

Normative analysis Analysisconcerned with what ought to be.


Should the Federal GovernmentHave Increased Restrictions on theImmigration of Skilled Workers?As mentioned in the opener to this chapter, in the 2009

Recovery and Reinvestment Act, Congress put strict limits on the ability of banks andother firms receiving government aid to hire foreign workers under the H-1B visaprogram. Supporters of the limits argued that firms were hiring foreign workers pri-marily because their wages were lower than those of domestic workers with the sameskills. If firms could not hire foreign workers at lower wages, the firms would have tohire U.S. workers at higher wages. Higher wages for technical jobs would also increase

|Making the

Connection


Don’t Let This Happen to YOU!Don’t Confuse Positive Analysis withNormative Analysis

“Economic analysis has shown that the minimum wage lawis a bad idea because it causes unemployment.” Is this state-ment accurate? As of 2009, the federal minimum wage lawprevents employers from hiring workers at a wage of lessthan $7.25 per hour. This wage is higher than someemployers are willing to pay some workers. If there wereno minimum wage law, some workers who currently can-not find any firm willing to hire them at $7.25 per hourwould be able to find employment at a lower wage.Therefore, positive economic analysis indicates that theminimum wage law causes unemployment (althougheconomists disagree about how much unemployment theminimum wage causes). But, those workers who still havejobs benefit from the minimum wage because they are paid

a higher wage than they otherwise would be. In otherwords, the minimum wage law creates both losers (theworkers who become unemployed and the firms that haveto pay higher wages) and winners (the workers who receivehigher wages).

Should we value the gains to the winners more thanwe value the losses to the losers? The answer to this ques-tion involves normative analysis. Positive economicanalysis can show the consequences of a particular pol-icy, but it cannot tell us whether the policy is “good” or“bad.” So, the statement at the beginning of this box isinaccurate.

YOUR TURN: Test your understanding by doing related

problem 3.9 on page 23 at the end of this chapter.

result of the law are more than offset by the gains to workers who receive higher wagesthan they would without the law. Opponents of the law believe the losses are greaterthan the gains. The assessment by any individual depends, in part, on that person’s val-ues and political views. The positive analysis an economist provides would play a role inthe decision but can’t by itself decide the issue one way or the other.

In each chapter, you will see a Don’t Let This Happen to You! box like the one above.These boxes alert you to common pitfalls in thinking about economic ideas. After read-ing this box, test your understanding by working the related problem that appears at theend of the chapter.

Economics as a Social ScienceBecause economics studies the actions of individuals, it is a social science. Economics istherefore similar to other social science disciplines, such as psychology, political science,and sociology. As a social science, economics considers human behavior—particularlydecision-making behavior—in every context, not just in the context of business.Economists have studied such issues as how families decide the number of children tohave, why people have difficulty losing weight or attaining other desirable goals, andwhy people often ignore relevant information when making decisions. Economics alsohas much to contribute to questions of government policy. As we will see throughoutthis book, economists have played an important role in formulating government poli-cies in areas such as the environment, health care, and poverty.


the incentives for U.S. high school and college students to obtainthe training necessary to qualify for these jobs.

Opponents of the new limits on immigration argued thatthey undermine the ability of U.S. firms to recruit the best avail-able workers, regardless of nationality. By increasing the costs toU.S. firms and by making them less productive, the limits wouldlead to U.S. firms losing sales to foreign firms. In addition, someU.S. firms might be led to outsource some of their operations toforeign countries where the limits on hiring foreign workerswould not apply. For instance, Microsoft relocated some of itssoftware development activity to a new research center inVancouver, Canada, largely to avoid restrictive U.S. immigrationrules. Some U.S. graduate schools also worried that they would beunable to continue to attract top students from around the world

if the students would have difficulty being hired for jobs in the United States followinggraduation.

Like many other policy debates, the debate over the immigration of skilled workershas both positive and normative elements. By gathering data and using economic mod-els, it is possible to assess some of the quantitative claims made by each side in thedebate: What impact has immigration had on the wages of software engineers and otherskilled workers? What effect do limitations on the ability to hire immigrant workershave on the costs of U.S. firms? How will greater restrictions on immigration affect theenrollments of foreign students in U.S. colleges? These are all positive questions, so it ispossible to formulate quantitative answers. Ultimately, though, this debate also has anormative element. For instance, some supporters of the restrictions are opposed tounlimited immigration for political or cultural reasons, while some opponents of therestrictions object on philosophical grounds to governments interfering with the freeflow of workers and goods between countries.

The debate over the immigration of skilled workers demonstrates that economics isoften at the center of important policy issues.

Source: Paul Danos, Matthew J. Slaughter, and Robert G. Hansen, “It’s a Terrible Time to Reject Skilled Workers,” WallStreet Journal, March 11, 2009.

YOUR TURN: Test your understanding by doing related problem 3.7 on page 22 at the end of thischapter.


Microeconomics The study of howhouseholds and firms make choices,how they interact in markets, andhow the government attempts toinfluence their choices.

Macroeconomics The study of theeconomy as a whole, including topicssuch as inflation, unemployment, andeconomic growth.

Microeconomics and MacroeconomicsEconomic models can be used to analyze decision making in many areas. We groupsome of these areas together as microeconomics and others as macroeconomics.Microeconomics is the study of how households and firms make choices, how theyinteract in markets, and how the government attempts to influence their choices.Microeconomic issues include explaining how consumers react to changes in productprices and how firms decide what prices to charge for the products they sell.Microeconomics also involves policy issues, such as analyzing the most efficient way toreduce teenage smoking, analyzing the costs and benefits of approving the sale of a newprescription drug, and analyzing the most efficient way to reduce air pollution.

Macroeconomics is the study of the economy as a whole, including topics such asinflation, unemployment, and economic growth. Macroeconomic issues includeexplaining why economies experience periods of recession and increasing unemploy-ment and why, over the long run, some economies have grown much faster than others.Macroeconomics also involves policy issues, such as whether government interventioncan reduce the severity of recessions.


Distinguish betweenmicroeconomics andmacroeconomics.

Does restricting the immigration of skilled workers affect theemployment opportunities of recent U.S. graduates?




Become familiar with importanteconomic terms.

The division between microeconomics and macroeconomics is not hard and fast.Many economic situations have both a microeconomic and a macroeconomic aspect. Forexample, the level of total investment by firms in new machinery and equipment helps todetermine how rapidly the economy grows—which is a macroeconomic issue. But tounderstand how much new machinery and equipment firms decide to purchase, we haveto analyze the incentives individual firms face—which is a microeconomic issue.

A Preview of Important Economic TermsIn the following chapters, you will encounter certain important terms again and again.Becoming familiar with these terms is a necessary step in learning economics. Here weprovide a brief introduction to some of these terms. We will discuss them all in greaterdepth in later chapters:

• Entrepreneur. An entrepreneur is someone who operates a business. In a marketsystem, entrepreneurs decide what goods and services to produce and how to pro-duce them. An entrepreneur starting a new business puts his or her own funds atrisk. If an entrepreneur is wrong about what consumers want or about the best wayto produce goods and services, the entrepreneur’s funds can be lost. This is not anunusual occurrence: In the United States, about half of new businesses close withinfour years. Without entrepreneurs willing to assume the risk of starting and operat-ing businesses, economic progress would be impossible in a market system.

• Innovation. There is a distinction between an invention and innovation. An inven-tion is the development of a new good or a new process for making a good. Aninnovation is the practical application of an invention. (Innovation may also beused more broadly to refer to any significant improvement in a good or in themeans of producing a good.) Much time often passes between the appearance of anew idea and its development for widespread use. For example, the Wright broth-ers first achieved self-propelled flight at Kitty Hawk, North Carolina, in 1903, butthe Wright brothers’ plane was very crude, and it wasn’t until the introduction ofthe DC-3 by Douglas Aircraft in 1936 that regularly scheduled intercity airlineflights became common in the United States. Similarly, the first digital electroniccomputer—the ENIAC—was developed in 1945, but the first IBM personal com-puter was not introduced until 1981, and widespread use of computers did not havea significant effect on the productivity of U.S. business until the 1990s.

• Technology. A firm’s technology is the processes it uses to produce goods and ser-vices. In the economic sense, a firm’s technology depends on many factors, such asthe skill of its managers, the training of its workers, and the speed and efficiency ofits machinery and equipment.

• Firm, company, or business. A firm is an organization that produces a good orservice. Most firms produce goods or services to earn profits, but there are alsononprofit firms, such as universities and some hospitals. Economists use the termsfirm, company, and business interchangeably.

• Goods. Goods are tangible merchandise, such as books, computers, or Blu-rayplayers.

• Services. Services are activities done for others, such as providing haircuts orinvestment advice.

• Revenue. A firm’s revenue is the total amount received for selling a good or ser-vice. It is calculated by multiplying the price per unit by the number of units sold.

• Profit. A firm’s profit is the difference between its revenue and its costs.Economists distinguish between accounting profit and economic profit. In calculat-ing accounting profit, we exclude the cost of some economic resources that the firm



does not pay for explicitly. In calculating economic profit, we include the opportu-nity cost of all resources used by the firm. When we refer to profit in this book, wemean economic profit. It is important not to confuse profit with revenue.

• Household. A household consists of all persons occupying a home. Householdsare suppliers of factors of production—particularly labor—used by firms to makegoods and services. Households also demand goods and services produced by firmsand governments.

• Factors of production or economic resources. Firms use factors of production toproduce goods and services. The main factors of production are labor, capital, nat-ural resources—including land—and entrepreneurial ability. Households earnincome by supplying to firms the factors of production.

• Capital. The word capital can refer to financial capital or to physical capital.Financial capital includes stocks and bonds issued by firms, bank accounts, andholdings of money. In economics, though, capital refers to physical capital, whichincludes manufactured goods that are used to produce other goods and services.Examples of physical capital are computers, factory buildings, machine tools, ware-houses, and trucks. The total amount of physical capital available in a country isreferred to as the country’s capital stock.

• Human capital. Human capital refers to the accumulated training and skills thatworkers possess. For example, college-educated workers generally have more skillsand are more productive than workers who have only high school degrees.

ConclusionThe best way to think of economics is as a group of useful ideas about how individualsmake choices. Economists have put these ideas into practice by developing economicmodels. Consumers, business managers, and government policymakers use these mod-els every day to help make choices. In this book, we explore many key economic modelsand give examples of how to apply them in the real world.

Most students taking an introductory economics course do not major in economicsor become professional economists. Whatever your major, the economic principles you

� Continued from page 3

Economics in YOUR LIFE!

At the beginning of the chapter, we posed the question “Is it likely that during your career, you willbe competing for a job with immigrant workers from China, India, or some other foreign country?”Some information helpful in answering this question appears in the Making the Connection on pages13–14 and in the chapter opener. Supporters of restrictions on H-1B visas for highly skilled workersargue that reducing the ability of firms to hire foreign workers would increase the jobs and wagesavailable to U.S. workers. The chapter opener points out, however, that the total number of H-1B visasis limited to 65,000 per year and that this category of visas covers a broad range of “skilled workers,”from computer programmers to fashion models. In 2009, Congress placed additional restrictions onthe ability of banks and other firms receiving government aid to hire foreign workers. Is 65,000 work-ers a large number? To put the number in perspective, between June 2007 and June 2008, the U.S.economy created 29.4 million new jobs, even though part of the period was during an economicrecession. So, although you may encounter difficulty finding a job and you may lose your job one ormore times during your career, competition from foreign workers will probably not be the reason.



will learn in this book will improve your ability to make choices in many aspects of yourlife. These principles will also improve your understanding of how decisions are made inbusiness and government.

Reading newspapers and other periodicals is an important part of understandingthe current business climate and learning how to apply economic concepts to a varietyof real-world events. At the end of each chapter, you will see a two-page feature titled AnInside Look. This feature consists of an excerpt of an article that relates to the companyor economic issue introduced at the start of the chapter and also to the concepts dis-cussed in the chapter. A summary and an analysis and supporting graphs highlight thekey economic points of the article. Read An Inside Look at Policy on the next page toexplore arguments for and against restricting or reducing the number of H-1B visas forhighly skilled workers. Test your understanding by answering the Thinking Criticallyabout Policy questions.


THE ECONOMIST

18

a

AN INSIDE LOOKat Policy

>> Do Immigrants Displace or Complement DomesticWorkers?

Give Me YourScientists . . .JOE BIDEN, America’s new vice-president, is prone to gaffes. In 2006 itwas the turn of some Americans ofAsian descent to take offence at hiscomment about needing “a slightIndian accent” to go to a 7-Eleven or aDunkin’ Donuts in Delaware. MrBiden’s defence was that he was tryingto compliment the immigrant groupon its entrepreneurial zeal.

Many Americans are less favour-ably disposed towards immigrants.And rising unemployment is harden-ing attitudes. In the hubbub over theinsertion of “Buy American” provisionsinto President Obama’s fiscal-stimuluspackage, the Grassley-Sanders amend-ment was largely overlooked. Thisrestricts the freedom of recipients offederal bail-out money to hire high-skilled foreign workers under the government’s H-1B visa programme.Some people were delighted at whatthey saw as a significant, if small, firststep in cracking down on those whothey fear crowd skilled American work-ers out of the workplace. But otherscontend that such restrictions coulddull America’s edge in innovation, justwhen it is needed to help revive theeconomy.

Mr Obama says that part of thesolution to America’s economic prob-lems should come from its universitiesand research laboratories. Yet theseinstitutions in America are nowmanned disproportionately by immi-

b

grants, who made up 47% of scientistsand engineers in America with PhDs,according to the 2000 census. Immi-grants accounted for two-thirds of thenet addition to America’s stock ofsuch workers between 1995 and 2006.Their role in innovation may seemobvious: the more clever people thereare, the more ideas are likely to flour-ish, especially if they can be commer-cialised. But although contemporarytheories of growth emphasise theimportance of ideas, they assign nospecial role to immigration. Econo-mists have tended to think of innova-tion as driven by the demand for bet-ter goods, which generates a need forskilled innovators. People’s choices ofcareer and education should respondto the labour market’s demands,encouraging more of them to becomeinnovators if needed. But becausecareer choices cannot be expected toadjust instantly, there might be scopefor skilled immigrants to fill the gap.

Addressing these issues requiresdata on just how inventive immigrantsare, a question that until recently wasthe province of educated guesswork.But William Kerr, an economist at Har-vard Business School, used name-matching software to identify the eth-nicity of each of the 8m scientists whohad acquired an American patent since1975. He found that the share of patentsawarded to scientists born in Americafell between 1975 and 2004. The shareof all patents given to scientists of Chi-nese and Indian descent living in Amer-ica more than tripled, from 4.1% in thesecond half of the 1970s to 13.9% in the

c

years between 2000 and 2004. Nearly40% of patents filed in 2005 by Intel, asilicon-chip maker, were for work doneby people of Chinese or Indian origin.Some of these patents may have beenawarded to American-born children ofearlier migrants, but Mr Kerr reckonsthat most changes over time arise fromfresh immigration.

What of the criticism that theseworkers are displacing native scientistswho would have been just as inventive?To address this, Mr Kerr and WilliamLincoln, an economist at the Universityof Michigan, used data on how patentsresponded to periodic changes in thenumber of H-1B entrants. If immi-grants were merely displacing natives,increases in the H-1B quota should nothave led to increases in innovation. ButMessrs Kerr and Lincoln found thatwhen the federal government increasedthe number of people allowed in underthe programme by 10%, total patent-ing increased by around 2% in theshort run. This was driven mainly bymore patenting by immigrant scien-tists. But even patenting by native sci-entists increased slightly, rather thandecreasing as proponents of crowdingout would have predicted.

If anything, immigrants seemed to“crowd in” native innovation, perhapsbecause ideas feed off each other. Econ-omists think of knowledge, unlikephysical goods, as “non-rival”: use byone person does not necessarily pre-clude use by others . . .

Source: “Give Me Your Scientists. . . ,” The Econo-mist, March 5, 2009.


19

Key Points in the ArticleThis article discusses the possibility thatas highly skilled Chinese, Indian, andother immigrants are restricted from work-ing in the United States, U.S. firms willbecome less competitive with foreigncompanies. Restricting the number ofhighly-skilled workers in the United Statescould undermine economic growth andreduce increases in living standards. Thearticle argues that one strength of theUnited States is that it attracts the bestand brightest from all around the world.

Analyzing the NewsFigure 1 shows that the fraction of sci-entists and engineers in the United

States who are foreign born has beenslowly increasing. Figure 2 shows the coun-tries of origin of foreign-born studentsreceiving Ph.D.s in science and engineer-ing. The article states that some people arein favor of restricting the number of H-1Bvisas for highly skilled workers, while otherpeople would prefer that more of thesevisas be granted. In this chapter, we learned

a

that people are rational. So, how can ratio-nal people come to different conclusionsabout such a fundamental question? Beingrational means that people have goals andpursue actions that further those goals.U.S. firms argue that if more skilled workersare not allowed to immigrate to the UnitedStates, the firms will have difficulty compet-ing with foreign companies that do not facerestriction on whom they can hire. On theother hand, skilled workers who were bornin the United States prefer not to have com-petition from foreign workers for the jobsthat are available. Reduced competitionwould drive up wages. So, each party to thedebate is advocating pursuing policiesaccording to its own interests.

We have seen in this chapter thateconomists use models to analyze

economic questions. When studying aneconomic question, economists form ahypothesis that can be tested using avail-able data. In this case, the issue is howmany innovations are attributed to immi-grant scientists and engineers. William Kerrof the Harvard Business School attemptedto answer the question by calculating how

b

many patents had been granted to scien-tists whose names indicated that they wereof Chinese or Indian descent. He discoveredthat the percentage of innovations discov-ered by scientists of Chinese and Indiandescent increased from 4.1 percent in thelate 1970s to 13.9 percent by the early2000s.

One key aspect of the debate over H-1B visas concerns whether new immi-

grants are displacing native workers orwhether they are adding to the productivecapacity of the economy by increasing thetotal amount of innovation. The study byWilliam Kerr and William Lincoln mentionedin the article indicates that new immigrantsincrease the total amount of innovation, asmeasured by increases in the number ofpatents granted. In fact, the authors showthat both native workers and foreign work-ers increase their patenting when the num-ber of H-1B visas increases. This study willnot end the debate over the value of immi-gration. But it does provide some evidencethat immigrant scientists appear to be com-plementing domestic workers rather thandisplacing them.

c

Thinking CriticallyAbout Policy

1. According to the article, many Americanswould like the government to furtherrestrict the number of H-1B work visas.What evidence from the article indicatesthat further limits on the immigration of

highly-skilled workers would create jobvacancies that firms would have difficultyfilling using only native-born scientistsand engineers?

2. The article points out that when the num-ber of immigrant scientists and engi-neers increases 10 percent, the numberof patents increases by 2 percent and

that both immigrant and native-born scientists and engineers were responsi-ble for this increase. Why would patent-ing by native-born scientists increase at the same time that the number of foreign-born scientists and engineerswas increasing?

37.0

37.5

38.0

38.5

39.0

39.5

40.0

40.5

41.0

41.5%

2000 2001 2002 2003 2004 2005

Taiwan10.1%

Mexico1.7%

China22.0%

South Korea10.0%

Japan1.7%Iran

1.8%

Thailand1.8%

Turkey2.1%

India9.9%

Canada3.3%

Others35.5%

Percentage offoreign-born

scientists andengineers

Figure 1 Foreign-Born Scientists and Engineers as a Percentage of All Scientists and Engineers in the United States

Figure 2 Foreign Recipients of U.S. Science and EngineeringDoctorates, 1985–2005

Source: National Science Foundation, Division of Science Resources Statistics, Science and Engineering Indicators: 2008, NSF 08-01 (Arlington, VA, February 2008).



Key TermsAllocative efficiency, p. 10

Centrally planned economy,p. 9

Economic model, p. 4

Economic variable, p. 11

Economics, p. 4

Equity, p. 10

Macroeconomics, p. 14

Marginal analysis, p. 7

Market, p. 4

Market economy, p. 9

Microeconomics, p. 14

Mixed economy, p. 10

Normative analysis, p. 12

Opportunity cost, p. 8

Positive analysis, p. 12

Productive efficiency, p. 10

Scarcity, p. 4

Trade-off, p. 8

Voluntary exchange, p. 10

Three Key Economic Ideas, pages 4–71.1LEARNING OBJECTIVE: Explain these three key economic ideas: People are rational. People respond toincentives. Optimal decisions are made at the margin.

Summary

Economics is the study of the choices consumers, businessmanagers, and government officials make to attain theirgoals, given their scarce resources. We must make choicesbecause of scarcity, which means that although our wantsare unlimited, the resources available to fulfill those wantsare limited. Economists assume that people are rational inthe sense that consumers and firms use all available infor-mation as they take actions intended to achieve their goals.Rational individuals weigh the benefits and costs of eachaction and choose an action only if the benefits outweighthe costs. Although people act from a variety of motives,ample evidence indicates that they respond to economicincentives. Economists use the word marginal to meanextra or additional. The optimal decision is to continue anyactivity up to the point where the marginal benefit equalsthe marginal cost.

Visit www.myeconlab.com to complete theseexercises online and get instant feedback.

Review Questions1.1 Briefly discuss each of the following economic ideas:

People are rational. People respond to incentives.Optimal decisions are made at the margin.

1.2 What is scarcity? Why is scarcity central to the studyof economics?

Problems and Applications1.3 Bank robberies are on the rise in New Jersey, and

according to the FBI, this increase has little to do withthe economic downturn. The FBI claims that bankshave allowed themselves to become easy targets byrefusing to install clear acrylic partitions, called “ban-dit barriers,” which separate bank tellers from thepublic. Of the 193 banks robbed in New Jersey in2008, only 23 had these barriers, and of the 40 banksrobbed in the first 10 weeks of 2009, only 1 had a

bandit barrier. According to a special agent with theFBI, “Bandit barriers are a great deterrent. We’vetalked to guys who rob banks, and as soon as they seea bandit barrier, they go find another bank.” Despitethis finding, many banks have been reluctant toinstall these barriers. Wouldn’t banks have a strongincentive to install bandit barriers to deter robberies?Why, then, do so many banks not do so?Source: Richard Cowen, “FBI: Banks Are to Blame for Rise inRobberies,” NorthJersey.com, March 10, 2009.

1.4 [Related to Solved Problem 1-1 on page 7]During 2009, movie studios began to release a sub-stantial number of films in 3-D format. To show filmsin this format, theater owners have to invest in 3-Dequipment that costs $75,000 for each projector.Typically, theater owners can charge about $3 morefor a ticket to a 3-D movie than for a movie in theconventional 2-D format. If you owned a movie theater, discuss how you would go about decidingwhether to invest in 3-D equipment.Source: Lauren A. E. Schuker, “Can 3-D Save Hollywood?” Wall StreetJournal, March 20, 2009.

1.5 [Related to Solved Problem 1-1 on page 7]Two students are discussing Solved Problem 1-1:

Joe: “I think the key additional information you needto know in deciding whether to produce 1 millionmore iPhones is the amount of profit you are cur-rently making while producing 10 million. Then youcan compare the profit earned from selling 11 mil-lion iPhones with the profit earned from selling 10million. This information is more important than theadditional revenue and additional cost of the last 1million iPhones produced.”Jill: “Actually, Joe, knowing how much profits changewhen you sell 1 million more iPhones is exactly thesame as knowing the additional revenue and theadditional cost.”

Briefly evaluate their arguments.



1.6 [Related to Solved Problem 1-1 on page 7]Late in the semester, a friend tells you, “I was going todrop my psychology course so I could concentrate onmy other courses, but I had already put so much timeinto the course that I decided not to drop it.” Whatdo you think of your friend’s reasoning? Would itmake a difference to your answer if your friend has topass the psychology course at some point to gradu-ate? Briefly explain.

1.7 [Related to the Making the Connection onpage 5] The country of Estonia has attempted toincrease its birthrate by making payments to womenwho have babies. According to an article in the WallStreet Journal, “Some demographers argue that pay-ing people to have a baby simply makes them haveone earlier; it doesn’t necessarily make them havemore.” Reread the description of Estonia’s programs.Could the program be changed in ways that mightmake it more likely that Estonian women will havemore children rather than simply changing the tim-ing of when they have children? What informationwould we need to have to resolve the question ofwhether Estonian women are responding to the gov-

The Economic Problem That Every Society Must Solve, pages 7–111.2LEARNING OBJECTIVE: Discuss how an economy answers these questions: What goods and services will beproduced? How will the goods and services be produced? Who will receive the goods and servicesproduced?

Summary

Society faces trade-offs: Producing more of one good orservice means producing less of another good or service.The opportunity cost of any activity—such as producinga good or service—is the highest-valued alternative thatmust be given up to engage in that activity. The choices ofconsumers, firms, and governments determine whatgoods and services will be produced. Firms choose how toproduce the goods and services they sell. In the UnitedStates, who receives the goods and services produceddepends largely on how income is distributed in the mar-ketplace. In a centrally planned economy, most economicdecisions are made by the government. In a market econ-omy, most economic decisions are made by consumersand firms. Most economies, including that of the UnitedStates, are mixed economies in which most economicdecisions are made by consumers and firms but in whichthe government also plays a significant role. There are twotypes of efficiency: productive efficiency and allocativeefficiency. Productive efficiency occurs when a good orservice is produced at the lowest possible cost. Allocativeefficiency occurs when production is in accordance withconsumer preferences. Voluntary exchange is a situationthat occurs in markets when both the buyer and seller of

a product are made better off by the transaction. Equity ismore difficult to define than efficiency, but it usuallyinvolves a fair distribution of economic benefits.Government policymakers often face a trade-off betweenequity and efficiency.


Review Questions2.1 What are the three economic questions that every

society must answer? Briefly discuss the differencesin how centrally planned, market, and mixedeconomies answer these questions.

2.2 What is the difference between productive efficiencyand allocative efficiency?

2.3 What is the difference between efficiency and equity?Why do government policymakers often face a trade-off between efficiency and equity?

Problems and Applications2.4 Does Bill Gates, one of the richest people in the

world, face scarcity? Does everyone? Are there anyexceptions?

>> End Learning Objective 1.1

ernment’s incentives by having more children or sim-ply by having them earlier?Source: Marcus Walker, “In Estonia, Paying Women to Have Babies IsPaying Off,” Wall Street Journal, October 20, 2006, p. A1.

1.8 In a paper written by Bentley College economistsPatricia M. Flynn and Michael A. Quinn, the authorsstate, “We find evidence that Economics is a goodchoice of major for those aspiring to become a CEO[chief executive officer]. When adjusting for size of thepool of graduates, those with undergraduate degrees inEconomics are shown to have had a greater likelihoodof becoming an S&P 500 CEO than any other major.”Alist of famous economics majors published by MariettaCollege includes business leaders Warren Buffet,Donald Trump, Ted Turner, and Sam Walton, as well asformer presidents George H.W. Bush, Gerald Ford, andRonald Reagan. Why might studying economics beparticularly good preparation for being the top man-ager of a corporation or a leader in government?Sources: Patricia M. Flynn and Michael A. Quinn, “Economics: AGood Choice of Major for Future CEOs,” Social Science ResearchNetwork, November 28, 2006; and “Econ 360: Law and Economics,”Famous Economics Majors, Marietta College, September 27, 2008.




2.5 Would you expect new and better machinery andequipment to be adopted more rapidly in a marketeconomy or in a centrally planned economy? Brieflyexplain.

2.6 Centrally planned economies have been less efficientthan market economies.

a. Has this happened by chance, or is there someunderlying reason?

b. If market economies are more economically effi-cient than centrally planned economies, wouldthere ever be a reason to prefer having a centrallyplanned economy rather than a market economy?

2.7 Leonard Fleck, a philosophy professor at MichiganState University, has written, “When it comes tohealth care in America, we have limited resources forunlimited health care needs. We want everythingcontemporary medical technology can offer that willimprove the length or quality of our lives as we age.But as presently healthy taxpayers, we want costs con-trolled.” Why is it necessary for all economic systemsto limit services such as health care? How does a mar-

Economic Models, pages 11–141.3LEARNING OBJECTIVE: Understand the role of models in economic analysis.

Summary

Economists rely on economic models when they apply eco-nomic ideas to real-world problems. Economic models aresimplified versions of reality used to analyze real-world eco-nomic situations. Economists accept and use an economicmodel if it leads to hypotheses that are confirmed by statis-tical analysis. In many cases, the acceptance is tentative,however, pending the gathering of new data or further sta-tistical analysis. Economics is a social science because itapplies the scientific method to the study of the interactionsamong individuals. Economics is concerned with positiveanalysis rather than normative analysis. Positive analysis isconcerned with what is. Normative analysis is concernedwith what ought to be. Because economics is based onstudying the actions of individuals, it is a social science. As asocial science, economics considers human behavior inevery context of decision making, not just in business.


Review Questions3.1 Why do economists use models? How are economic

data used to test models?3.2 Describe the five steps by which economists arrive at

a useful economic model.3.3 What is the difference between normative analysis

and positive analysis? Is economics concerned mainly

with normative analysis or with positive analysis?Briefly explain.

Problems and Applications3.4 Do you agree or disagree with the following asser-

tion: “The problem with economics is that it assumesthat consumers and firms always make the correctdecision. But we know everyone’s human, and we allmake mistakes.”

3.5 Suppose an economist develops an economic modeland finds that “it works great in theory, but it fails inpractice.” What should the economist do next?

3.6 Dr. Strangelove’s theory is that the price of mushroomsis determined by the activity of subatomic particles thatexist in another universe parallel to ours. When thesubatomic particles are emitted in profusion, the priceof mushrooms is high. When subatomic particle emis-sions are low, the price of mushrooms also is low. Howwould you go about testing Dr. Strangelove’s theory?Discuss whether this theory is useful.

3.7 [Related to the Making the Connection onpage 13] The Making the Connection explains thatthe debate over the immigration of skilled workers hasboth positive and normative elements. What economicstatistics would be most useful in evaluating the posi-tive elements in this debate? Assuming that these sta-tistics are available or could be gathered, are they likelyto resolve the normative issues in this debate?

ket system prevent people from getting as manygoods and services as they want?Source: Leonard Fleck, Just Caring: Health Care Rationing andDemocratic Deliberation, New York: Oxford University Press, 2009.

2.8 Suppose that your local police department recovers100 tickets to a big NASCAR race in a drug raid. Itdecides to distribute these to residents andannounces that tickets will be given away at 10 A.M.Monday at City Hall.

a. What groups of people will be most likely to try toget the tickets? Think of specific examples and thengeneralize.

b. What is the opportunity cost of distributing thetickets this way?

c. Productive efficiency occurs when a good or ser-vice (such as the distribution of tickets) is pro-duced at the lowest possible cost. Is this an efficientway to distribute the tickets? If possible, think of amore efficient method of distributing the tickets.

d. Is this an equitable way to distribute the tickets?Explain.




3.8 [Related to the Chapter Opener on page3] Many U.S. firms have had difficulty filling avail-able jobs with U.S. citizens. U.S. law restricts thenumber of foreign “specialty workers” who may enterthe United States under the H-1B visa program tojust 65,000 per year. In 2009, Congress tightenedthese restrictions even more.

a. Why have U.S. firms had difficulty filling availablejobs with U.S. citizens?

b. What affect might the tightening of restrictions onimmigration of foreign workers have on the U.S.economy?

3.9 [Related to the Don’t Let This Happen toYou! on page 13] Explain which of the followingstatements represent positive analysis and which rep-resent normative analysis.

a. A 50-cent-per-pack tax on cigarettes will lead to a12 percent reduction in smoking by teenagers.

b. The federal government should spend more onAIDS research.

Microeconomics and Macroeconomics, pages 14–151.4LEARNING OBJECTIVE: Distinguish between microeconomics and macroeconomics.

Summary

Microeconomics is the study of how households and firmsmake choices, how they interact in markets, and how the gov-ernment attempts to influence their choices. Macroeconomicsis the study of the economy as a whole, including topics suchas inflation, unemployment, and economic growth.


Review Question4.1 Briefly discuss the difference between microeconom-

ics and macroeconomics.

Problems and Applications4.2 Briefly explain whether each of the following is primar-

ily a microeconomic issue or a macroeconomic issue.

a. The effect of higher cigarette taxes on the quantityof cigarettes sold

b. The effect of higher income taxes on the totalamount of consumer spending

c. The reasons for the economies of East Asian coun-tries growing faster than the economies of sub-Saharan African countries

d. The reasons for low rates of profit in the airlineindustry

4.3 Briefly explain whether you agree with the followingassertion: “Microeconomics is concerned with thingsthat happen in one particular place, such as theunemployment rate in one city. In contrast, macro-economics is concerned with things that affect thecountry as a whole, such as how the rate of teenagesmoking in the United States would be affected by anincrease in the tax on cigarettes.”

c. Rising paper prices will increase textbook prices.d. The price of coffee at Starbucks is too high.

3.10 In Australia, anyone providing financial advice mustbe licensed through the Australia Securities andInvestment Commission (ASIC). ASIC chairmanJeffrey Lucy reminded consumers of this law afterreceiving complaints that people were continuing toinvest large sums of money with people who werenot authorized to provide financial advice. This lawapplies to financial advice from the Internet in thesame way it applies to financial advice in any othermedium.

a. How would this law help protect consumers?b. How might this law protect financial advisors more

than consumers?c. Briefly discuss whether you consider this law to be

a good law.Sources: Australian Services and Investment Commission, “06-162:Has your financial adviser got a license?” May 24, 2006; and “SecuritiesAdvice,” Oz NetLaw, 2008.



A Preview of Important Economic Terms, pages 15–161.5LEARNING OBJECTIVE: Become familiar with important economic terms.

Summary

Becoming familiar with important terms is a necessary stepin learning economics. These important economic terms

include capital, entrepreneur, factors of production, firm,goods, household, human capital, innovation, profit, revenue,and technology.


AppendixUsing Graphs and FormulasGraphs are used to illustrate key economic ideas. Graphs appear not just in economicstextbooks but also on Web sites and in newspaper and magazine articles that discussevents in business and economics. Why the heavy use of graphs? Because they serve twouseful purposes: (1) They simplify economic ideas, and (2) they make the ideas more con-crete so they can be applied to real-world problems. Economic and business issues can becomplicated, but a graph can help cut through complications and highlight the key rela-tionships needed to understand the issue. In that sense, a graph can be like a street map.

For example, suppose you take a bus to New York City to see the Empire StateBuilding. After arriving at the Port Authority Bus Terminal, you will probably use a mapsimilar to the one shown below to find your way to the Empire State Building.

Maps are very familiar to just about everyone, so we don’t usually think of them asbeing simplified versions of reality, but they are. This map does not show much morethan the streets in this part of New York City and some of the most important buildings.The names, addresses, and telephone numbers of the people who live and work in thearea aren’t given. Almost none of the stores and buildings those people work and live inare shown either. The map doesn’t indicate which streets allow curbside parking andwhich don’t. In fact, the map shows almost nothing about the messy reality of life in thissection of New York City, except how the streets are laid out, which is the essential infor-mation you need to get from the Port Authority to the Empire State Building.

LEARNING OBJECTIVE

Review the use of graphsand formulas.


Think about someone who says, “I know how to get around in the city, but I justcan’t figure out how to read a map.” It certainly is possible to find your destination in acity without a map, but it’s a lot easier with one. The same is true of using graphs in eco-nomics. It is possible to arrive at a solution to a real-world problem in economics andbusiness without using graphs, but it is usually a lot easier if you do use them.

Often, the difficulty students have with graphs and formulas is a lack of familiarity.With practice, all the graphs and formulas in this text will become familiar to you. Onceyou are familiar with them, you will be able to use them to analyze problems that wouldotherwise seem very difficult. What follows is a brief review of how graphs and formu-las are used.

Graphs of One VariableFigure 1A-1 displays values for market shares in the U.S. automobile market, using twocommon types of graphs. Market shares show the percentage of industry salesaccounted for by different firms. In this case, the information is for groups of firms: the“Big Three”—Ford, General Motors, and Chrysler—as well as Japanese firms, Europeanfirms, and Korean firms. Panel (a) displays the information on market shares as a bargraph, where the market share of each group of firms is represented by the height of itsbar. Panel (b) displays the same information as a pie chart, with the market share of eachgroup of firms represented by the size of its slice of the pie.

Information on economic variables is also often displayed in time-series graphs.Time-series graphs are displayed on a coordinate grid. In a coordinate grid, we can mea-sure the value of one variable along the vertical axis (or y-axis), and the value of anothervariable along the horizontal axis (or x-axis). The point where the vertical axis intersectsthe horizontal axis is called the origin. At the origin, the value of both variables is zero.The points on a coordinate grid represent values of the two variables. In Figure 1A-2, wemeasure the number of automobiles and trucks sold worldwide by Ford MotorCompany on the vertical axis, and we measure time on the horizontal axis. In time-series graphs, the height of the line at each date shows the value of the variable mea-sured on the vertical axis. Both panels of Figure 1A-2 show Ford’s worldwide sales


BigThree

44.3%

Japanesefirms

39.3%

Europeanfirms

8.8%

Koreanfirms

7.6%

Shares ofthe U.S.

automobilemarket

(a) Bar graph (b) Pie chart

50%

40

30

20

10

0

Big Three44.3%

Japanese firms39.3%

European firms8.8%

Korean firms7.6%

Figure 1A-1 Bar Graphs and Pie Charts

Values for an economic variable are often displayed as a bar graph or as a pie chart.In this case, panel (a) shows market share data for the U.S. automobile industry as abar graph, where the market share of each group of firms is represented by the height

of its bar. Panel (b) displays the same information as a pie chart, with the marketshare of each group of firms represented by the size of its slice of the pie.Source: “Auto Sales,” Wall Street Journal, March 3, 2009.



(b) Time-series graph where the scale isnot truncated

(a) Time-series graph with truncated scale

Sales(millions of

automobiles)

Sales(millions of

automobiles)

The slashes (//) indicate that the scale on thevertical axis is truncated, which means that some numbers are omitted. The numbers onthe vertical axis jump from 0 to 5.0.

5.0

5.5

6.0

6.5

7.0

7.5

2001 2002 2003 2004 2005 2006 2007 20080.0

1.0

2.0

3.0

4.0

5.0

6.0

7.0

8.0

2001 2002 2003 2004 2005 2006 2007 20080.0

Figure 1A-2 Time-Series Graphs

Both panels present time-series graphs of Ford Motor Company’s worldwide sales during each year from 2001 to 2008. Panel (a) has a truncated scale on the vertical axis, andpanel (b) does not. As a result, the fluctuations in Ford’s sales appear smaller in panel (b) than in panel (a).Source: Ford Motor Company, Annual Report, various years.

during each year from 2001 to 2008. The difference between panel (a) and panel (b)illustrates the importance of the scale used in a time-series graph. In panel (a), the scaleon the vertical axis is truncated, which means that it does not start with zero. The slashes(//) near the bottom of the axis indicate that the scale is truncated. In panel (b), the scaleis not truncated. In panel (b), the decline in Ford’s sales during 2008 appears smallerthan in panel (a). (Technically, the horizontal axis is also truncated because we startwith the year 2001, not the year 0.)

Graphs of Two VariablesWe often use graphs to show the relationship between two variables. For example, sup-pose you are interested in the relationship between the price of a pepperoni pizza andthe quantity of pizzas sold per week in the small town of Bryan, Texas. A graph showingthe relationship between the price of a good and the quantity of the good demanded ateach price is called a demand curve. (As we will discuss later, in drawing a demand curvefor a good, we have to hold constant any variables other than price that might affect thewillingness of consumers to buy the good.) Figure 1A-3 shows the data you have col-lected on price and quantity. The figure shows a two-dimensional grid on which wemeasure the price of pizza along the y-axis and the quantity of pizza sold per week alongthe x-axis. Each point on the grid represents one of the price and quantity combinationslisted in the table. We can connect the points to form the demand curve for pizza inBryan, Texas. Notice that the scales on both axes in the graph are truncated. In this case,truncating the axes allows the graph to illustrate more clearly the relationship betweenprice and quantity by excluding low prices and quantities.

Slopes of LinesOnce you have plotted the data in Figure 1A-3, you may be interested in how much thequantity of pizza sold increases as the price decreases. The slope of a line tells us howmuch the variable we are measuring on the y-axis changes as the variable we are mea-suring on the x-axis changes. We can use the Greek letter delta ( ) to stand for the¢



50

Price(dollars

per pizza)

Quantity(pizzas per week)

$16

15

14

13

12

11

55 60 750 65 70

Demandcurve

E

D

C

B

A

Price(dollars per pizza)

$15

14

13

12

11

Points

A

B

C

D

E


50

55

60

65

70

As you learned in Figure 1A-2, the slashes (//) indicate that the scales on the axesare truncated, which means that numbers are omitted: On the horizontal axisnumbers jump from 0 to 50, and on the vertical axis numbers jump from 0 to 11.

Figure 1A-3Plotting Price and Quantity Points in a Graph

The figure shows a two-dimensional grid onwhich we measure the price of pizza along thevertical axis (or y-axis) and the quantity ofpizza sold per week along the horizontal axis(or x-axis). Each point on the grid representsone of the price and quantity combinationslisted in the table. By connecting the pointswith a line, we can better illustrate the rela-tionship between the two variables.

change in a variable. The slope is sometimes referred to as the rise over the run. So, wehave several ways of expressing slope:

Figure 1A-4 reproduces the graph from Figure 1A-3. Because the slope of astraight line is the same at any point, we can use any two points in the figure to calcu-late the slope of the line. For example, when the price of pizza decreases from $14 to$12, the quantity of pizza sold increases from 55 per week to 65 per week. Therefore,the slope is:

The slope of this line gives us some insight into how responsive consumers inBryan, Texas, are to changes in the price of pizza. The larger the value of the slope

Slope =

¢Price of pizza

¢Quantity of pizza=

1$12 - $142165 - 552 =

-2

10= -0.2.

Slope =

Change in value on the vertical axis

Change in value on the horizontal axis=

¢y

¢x=

Rise

Run.

50

Price(dollars

per pizza)


$16

15

14

13

12

11

55

(55, 14)

(65, 12)

60 7565 70

Demandcurve

12 14 = 2

65 55 = 10

0

Figure 1A-4Calculating the Slope of a Line

We can calculate the slope of a line as thechange in the value of the variable on the y-axis divided by the change in the value ofthe variable on the x-axis. Because the slope ofa straight line is constant, we can use any twopoints in the figure to calculate the slope ofthe line. For example, when the price of pizzadecreases from $14 to $12, the quantity ofpizza demanded increases from 55 per weekto 65 per week. So, the slope of this line equals–2 divided by 10, or – 0.2.



(ignoring the negative sign), the steeper the line will be, which indicates that notmany additional pizzas are sold when the price falls. The smaller the value of theslope, the flatter the line will be, which indicates a greater increase in pizzas sold whenthe price falls.

Taking into Account More Than Two Variables on a GraphThe demand curve graph in Figure 1A-4 shows the relationship between the price ofpizza and the quantity of pizza sold, but we know that the quantity of any good solddepends on more than just the price of the good. For example, the quantity of pizza soldin a given week in Bryan, Texas, can be affected by such other variables as the price ofhamburgers, whether an advertising campaign by local pizza parlors has begun thatweek, and so on. Allowing the values of any other variables to change will cause theposition of the demand curve in the graph to change.

Suppose, for example, that the demand curve in Figure 1A-4 was drawn holding theprice of hamburgers constant at $1.50. If the price of hamburgers rises to $2.00, thensome consumers will switch from buying hamburgers to buying pizza, and more pizzaswill be sold at every price. The result on the graph will be to shift the line representingthe demand curve to the right. Similarly, if the price of hamburgers falls from $1.50 to$1.00, some consumers will switch from buying pizza to buying hamburgers, and fewerpizzas will be sold at every price. The result on the graph will be to shift the line repre-senting the demand curve to the left.

The table in Figure 1A-5 shows the effect of a change in the price of hamburgers onthe quantity of pizza demanded. For example, suppose that at first we are on the linelabeled Demand curve1. If the price of pizza is $14 (point A), an increase in the price ofhamburgers from $1.50 to $2.00 increases the quantity of pizzas demanded from 55 to60 per week (point B) and shifts us to Demand curve2. Or, if we start on Demand curve1and the price of pizza is $12 (point C), a decrease in the price of hamburgers from $1.50

5045

Price(dollars

per pizza)


$16

15

14

13

12

11

10

9

55 60 7565 70

Demandcurve1

80

Price(dollars per pizza)

$15

14

13

12

11

When the Price ofHamburgers = $1.50

50

55

60

65

70


55

60

65

70

75


Quantity (pizzas per week)

45

50

55

60

65

Demandcurve2

Demandcurve3

A B

CD

0

Figure 1A-5Showing Three Variables on a Graph

The demand curve for pizza shows the rela-tionship between the price of pizzas and thequantity of pizzas demanded, holding constantother factors that might affect the willingness ofconsumers to buy pizza. If the price of pizza is$14 (point A), an increase in the price of ham-burgers from $1.50 to $2.00 increases thequantity of pizzas demanded from 55 to 60per week (point B) and shifts us to Demandcurve2. Or, if we start on Demand curve1 andthe price of pizza is $12 (point C), a decreasein the price of hamburgers from $1.50 to $1.00decreases the quantity of pizza demandedfrom 65 to 60 per week (point D) and shifts usto Demand curve3.



0

20052006

2007 2008

Year

2005

2006

2007

2008

Consumption Spending(billions of dollars)

$8,819

9,323

9,826

10,130

Disposable Personal Income(billions of dollars)

$9,277

9,916

10,403

10,806

Disposable personal income(billions of dollars)

Consumption spending

(billions of dollars)

8,000

8,500

9,000

9,500

10,000

$10,500

$9,000 9,500 10,000 10,500 11,000

Figure 1A-6Graphing the Positive Relationship between Income and Consumption

In a positive relationship between two eco-nomic variables, as one variable increases, theother variable also increases. This figureshows the positive relationship between dis-posable personal income and consumptionspending. As disposable personal income inthe United States has increased, so has con-sumption spending.Source: U.S. Department of Commerce, Bureau ofEconomic Analysis.

to $1.00 decreases the quantity of pizzas demanded from 65 to 60 per week (point D)and shifts us to Demand curve3. By shifting the demand curve, we have taken intoaccount the effect of changes in the value of a third variable—the price of hamburgers.We will use this technique of shifting curves to allow for the effects of additional vari-ables many times in this book.

Positive and Negative RelationshipsWe can use graphs to show the relationships between any two variables. Sometimes therelationship between the variables is negative, meaning that as one variable increases invalue, the other variable decreases in value. This was the case with the price of pizza andthe quantity of pizzas demanded. The relationship between two variables can also bepositive, meaning that the values of both variables increase or decrease together. Forexample, when the level of total income—or disposable personal income—received byhouseholds in the United States increases, the level of total consumption spending, whichis spending by households on goods and services, also increases. The table in Figure 1A-6shows the values for income and consumption spending for the years 2005–2008 (thevalues are in billions of dollars). The graph plots the data from the table, with dispos-able personal income measured along the horizontal axis and consumption spendingmeasured along the vertical axis. Notice that the four points do not all fall exactly on theline. This is often the case with real-world data. To examine the relationship betweentwo variables, economists often use the straight line that best fits the data.

Determining Cause and EffectWhen we graph the relationship between two variables, we often want to draw conclusionsabout whether changes in one variable are causing changes in the other variable. Doing so,however, can lead to incorrect conclusions. For example, suppose you graph the number ofhomes in a neighborhood that have a fire burning in the fireplace and the number of leaveson trees in the neighborhood. You would get a relationship like that shown in panel (a) ofFigure 1A-7: The more fires burning in the neighborhood, the fewer leaves the trees have.Can we draw the conclusion from this graph that using a fireplace causes trees to lose theirleaves? We know, of course, that such a conclusion would be incorrect. In spring and sum-mer, there are relatively few fireplaces being used, and the trees are full of leaves. In the fall,as trees begin to lose their leaves, fireplaces are used more frequently. And in winter, many



fireplaces are being used and many trees have lost all their leaves. The reason that the graphin Figure 1A-7 is misleading about cause and effect is that there is obviously an omittedvariable in the analysis—the season of the year. An omitted variable is one that affects othervariables, and its omission can lead to false conclusions about cause and effect.

Although in our example the omitted variable is obvious, there are many debatesabout cause and effect where the existence of an omitted variable has not been clear. Forinstance, it has been known for many years that people who smoke cigarettes sufferfrom higher rates of lung cancer than do nonsmokers. For some time, tobacco compa-nies and some scientists argued that there was an omitted variable—perhaps a failure toexercise or a poor diet—that made some people more likely to smoke and more likely todevelop lung cancer. If this omitted variable existed, then the finding that smokers weremore likely to develop lung cancer would not have been evidence that smoking causedlung cancer. In this case, however, nearly all scientists eventually concluded that theomitted variable did not exist and that, in fact, smoking does cause lung cancer.

A related problem in determining cause and effect is known as reverse causality. Theerror of reverse causality occurs when we conclude that changes in variable X causechanges in variable Y when, in fact, it is actually changes in variable Y that cause changesin variable X. For example, panel (b) of Figure 1A-7 plots the number of lawn mowersbeing used in a neighborhood against the rate at which grass on lawns in the neighbor-hood is growing. We could conclude from this graph that using lawn mowers causes thegrass to grow faster. We know, however, that in reality, the causality is in the other direc-tion: Rapidly growing grass during the spring and summer causes the increased use oflawn mowers. Slowly growing grass in the fall or winter or during periods of low rain-fall causes decreased use of lawn mowers.

Once again, in our example, the potential error of reverse causality is obvious. Inmany economic debates, however, cause and effect can be more difficult to determine.For example, changes in the money supply, or the total amount of money in the econ-omy, tend to occur at the same time as changes in the total amount of income people inthe economy earn. A famous debate in economics was about whether the changes in themoney supply caused the changes in total income or whether the changes in totalincome caused the changes in the money supply. Each side in the debate accused theother side of committing the error of reverse causality.

(a) Problem of omitted variables

Number ofleaves on

trees

Number of firesin fireplaces

0

(b) Problem of reverse causation

Rate atwhichgrass

grows

Number of lawn mowersbeing used

0

Figure 1A-7 Determining Cause and Effect

Using graphs to draw conclusions about cause and effect can be hazardous. In panel(a), we see that there are fewer leaves on the trees in a neighborhood when manyhomes have fires burning in their fireplaces. We cannot draw the conclusion that thefires cause the leaves to fall because we have an omitted variable—the season of the

year. In panel (b), we see that more lawn mowers are used in a neighborhood duringtimes when the grass grows rapidly and fewer lawn mowers are used when the grassgrows slowly. Concluding that using lawn mowers causes the grass to grow fasterwould be making the error of reverse causality.



Are Graphs of Economic Relationships AlwaysStraight Lines?The graphs of relationships between two economic variables that we have drawn sofar have been straight lines. The relationship between two variables is linear when itcan be represented by a straight line. Few economic relationships are actually linear.For example, if we carefully plot data on the price of a product and the quantitydemanded at each price, holding constant other variables that affect the quantitydemanded, we will usually find a curved—or nonlinear—relationship rather than alinear relationship. In practice, however, it is often useful to approximate a nonlinearrelationship with a linear relationship. If the relationship is reasonably close to beinglinear, the analysis is not significantly affected. In addition, it is easier to calculate theslope of a straight line, and it also is easier to calculate the area under a straight line.So, in this textbook, we often assume that the relationship between two economicvariables is linear, even when we know that this assumption is not precisely correct.

Slopes of Nonlinear CurvesIn some situations, we need to take into account the nonlinear nature of an economicrelationship. For example, panel (a) of Figure 1A-8 shows the hypothetical relationshipbetween Apple’s total cost of producing iPods and the quantity of iPods produced. Therelationship is curved rather than linear. In this case, the cost of production is increasing

Δx = 1

Δy = 50

Δx = 1

Δy = 250

$1,000

0

Total cost ofproduction(millions of

dollars)

4 8

A

B

C

D

Total cost

9

Quantity produced(millions per month)

(a) The slope of a nonlinear curve is not constant

750

350

300

3

Δx = 1

Δy = 75

Δx = 1

Δy = 150

$900

0


dollars)

4 8

B

C

Total cost

9

Quantity produced(millions per month)

(b) The slope of a nonlinear curve is measured by the slope of the tangent line

750

350

275

3

Figure 1A-8 The Slope of a Nonlinear Curve

The relationship between the quantity of iPods produced and the total cost of pro-duction is curved rather than linear. In panel (a), in moving from point A to point B,the quantity produced increases by 1 million iPods, while the total cost of productionincreases by $50 million. Farther up the curve, as we move from point C to point D,the change in quantity is the same—1 million iPods—but the change in the totalcost of production is now much larger: $250 million.

Because the change in the y variable has increased, while the change in the xvariable has remained the same, we know that the slope has increased. In panel (b),we measure the slope of the curve at a particular point by the slope of the tangentline. The slope of the tangent line at point B is 75, and the slope of the tangent line atpoint C is 150.



at an increasing rate, which often happens in manufacturing. Put a different way, as wemove up the curve, its slope becomes larger. (Remember that with a straight line, theslope is always constant.) To see this effect, first remember that we calculate the slope ofa curve by dividing the change in the variable on the y-axis by the change in the variableon the x-axis. As we move from point A to point B, the quantity produced increases by 1million iPods, while the total cost of production increases by $50 million. Farther up thecurve, as we move from point C to point D, the change in quantity is the same—1 mil-lion iPods—but the change in the total cost of production is now much larger: $250 mil-lion. Because the change in the y variable has increased, while the change in the x variablehas remained the same, we know that the slope has increased.

To measure the slope of a nonlinear curve at a particular point, we must measure theslope of the tangent line to the curve at that point. A tangent line will touch the curveonly at that point. We can measure the slope of the tangent line just as we would the slopeof any other straight line. In panel (b), the tangent line at point B has a slope equal to:

The tangent line at point C has a slope equal to:

Once again, we see that the slope of the curve is larger at point C than at point B.

FormulasWe have just seen that graphs are an important economic tool. In this section, we willreview several useful formulas and show how to use them to summarize data and to cal-culate important relationships.

Formula for a Percentage ChangeOne important formula is the percentage change. The percentage change is the change insome economic variable, usually from one period to the next, expressed as a percentage.An important macroeconomic measure is the real gross domestic product (GDP). GDPis the value of all the final goods and services produced in a country during a year.“Real” GDP is corrected for the effects of inflation. When economists say that the U.S.economy grew 0.4 percent during 2008, they mean that real GDP was 0.4 percent higherin 2008 than it was in 2007. The formula for making this calculation is:

or, more generally, for any two periods:

In this case, real GDP was $13,254 billion in 2007 and $13,312 billion in 2008. So,the growth rate of the U.S. economy during 2008 was:

Notice that it doesn’t matter that in using the formula, we ignored the fact thatGDP is measured in billions of dollars. In fact, when calculating percentage changes, theunits don’t matter. The percentage increase from $13,254 billion to $13,312 billion isexactly the same as the percentage increase from $13,254 to $13,312.

a $13,312 - $13,254

$13,254b * 100 = 0.4%.

Percentage change =

Value in the second period - Value in the first period

Value in the first period* 100.

aGDP2008 - GDP2007

GDP2007b * 100

¢Cost

¢Quantity=

150

1= 150.

¢Cost

¢Quantity=

75

1= 75.



$2.00

0

Price ofPepsi

(dollarsper bottle)

125,000

Demand curvefor Pepsi

Quantity(bottles per month)

Totalrevenue

Figure 1A-9Showing a Firm’s Total Revenue on a Graph

The area of a rectangle is equal to its base mul-tiplied by its height. Total revenue is equal toquantity multiplied by price. Here, total rev-enue is equal to the quantity of 125,000 bot-tles times the price of $2.00 per bottle, or$250,000. The area of the green-shaded rec-tangle shows the firm’s total revenue.

Formulas for the Areas of a Rectangle and a TriangleAreas that form rectangles and triangles on graphs can have important economic mean-ing. For example, Figure 1A-9 shows the demand curve for Pepsi. Suppose that the priceis currently $2.00 and that 125,000 bottles of Pepsi are sold at that price. A firm’s totalrevenue is equal to the amount it receives from selling its product, or the quantity soldmultiplied by the price. In this case, total revenue will equal 125,000 bottles times $2.00per bottle, or $250,000.

The formula for the area of a rectangle is:

In Figure 1A-9, the green-shaded rectangle also represents the firm’s total revenuebecause its area is given by the base of 125,000 bottles multiplied by the price of $2.00per bottle.

We will see in later chapters that areas that are triangles can also have economic sig-nificance. The formula for the area of a triangle is:

The blue-shaded area in Figure 1A-10 is a triangle. The base equals 150,000 – 125,000, or25,000. Its height equals $2.00 – $1.50, or $0.50. Therefore, its area equals 1⁄2 × 25,000 ×$0.50, or $6,250. Notice that the blue area is a triangle only if the demand curve is astraight line, or linear. Not all demand curves are linear. However, the formula for thearea of a triangle will usually still give a good approximation, even if the demand curveis not linear.

Area of a triangle =12 * base * height.

Area of a rectangle = base * height.

$2.00

1.50

0

Price ofPepsi

(dollarsper bottle)

125,000 150,000


Quantity(bottles per month)

Area = 1/2 x base x height= 1/2 x 25,000 x $0.50 = $6,250

Figure 1A-10The Area of a Triangle

The area of a triangle is equal to 1⁄2 multipliedby its base multiplied by its height. The area ofthe blue-shaded triangle has a base equal to150,000 – 125,000, or 25,000, and a heightequal to $2.00 – $1.50, or $0.50. Therefore, itsarea equals 1⁄2 × 25,000 × $0.50, or $6,250.



Summary of Using FormulasYou will encounter several other formulas in this book. Whenever you must use a for-mula, you should follow these steps:

1. Make sure you understand the economic concept that the formula represents.

2. Make sure you are using the correct formula for the problem you are solving.

3. Make sure that the number you calculate using the formula is economically reason-able. For example, if you are using a formula to calculate a firm’s revenue and youranswer is a negative number, you know you made a mistake somewhere.

PRICE PER BOTTLE OF PEPSI NUMBER OF BOTTLES SOLD

$2.50 100,000

1.25 200,000

PRICE QUANTITY OF PIES WEEK

$3.00 6 July 2

2.00 7 July 9

5.00 4 July 16

6.00 3 July 23

1.00 8 July 30

4.00 5 August 6

PRICE (DOLLARS PER GLASS)

QUANTITY (GLASSES OF LEMONADE PER DAY) WEATHER

$0.80 30 Sunny

0.80 10 Overcast

0.70 40 Sunny

0.70 20 Overcast

0.60 50 Sunny

0.60 30 Overcast

0.50 60 Sunny

0.50 40 Overcast

Using Graphs and Formulas, pages 24–341ALEARNING OBJECTIVE: Review the use of graphs and formulas.


Problems and Applications

1A.1 The following table shows the relationship betweenthe price of custard pies and the number of piesJacob buys per week.

a. Is the relationship between the price of pies andthe number of pies Jacob buys a positive rela-tionship or a negative relationship?

b. Plot the data from the table on a graph similarto Figure 1A-3 on page 27. Draw a straight linethat best fits the points.

c. Calculate the slope of the line.1A.2 The following table gives information on the quan-

tity of glasses of lemonade demanded on sunnyand overcast days. Plot the data from the table on agraph similar to Figure 1A-5 on page 28. Draw twostraight lines representing the two demandcurves—one for sunny days and one for overcastdays.

1A.3 Using the information in Figure 1A-2 on page 26,calculate the percentage change in auto sales fromone year to the next. Between which years did salesfall at the fastest rate?

1A.4 Real GDP in 1981 was $5,292 billion. Real GDP in1982 was $5,189 billion. What was the percentagechange in real GDP from 1981 to 1982? What doeconomists call the percentage change in real GDPfrom one year to the next?

1A.5 Assume that the demand curve for Pepsi passesthrough the following two points:

a. Draw a graph with a linear demand curve thatpasses through these two points.

b. Show on the graph the areas representing totalrevenue at each price. Give the value for totalrevenue at each price.



$2.25

1.50

0

Price ofPepsi

(pertwo-liter

bottle)

115,000 175,000


Quantity of two-literbottles of Pepsi

sold per week0


dollars)

7 12

A

B

Totalcost

14Quantity produced

(millions per month)

300

700

175

5

$900

1A.6 What is the area of the blue triangle shown in thefollowing figure?

>> End Appendix Learning Objective

1A.7 Calculate the slope of the total cost curve at point Aand at point B in the following figure.


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