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Class: Economics
Unit: Unit two
Time: 1-2 class periods
9-12: Students will demonstrate how individual economic choices are made within the context of a market
economy in which markets influence the production and distribution of goods and services.
Rationale:
This lesson examines how businesses can select the Optimal Input Combination; The
combinations that enables firms to produce whatever output they decide upon at the
minimum cost for the output.
This lesson will examine the simpler, short-run case, in which a firm can vary the
quantity of only one input, while all other input quantities are already determined. This
assumption vastly simplifies the analysis and enables us to answer two key questions.
1. How does the quantity of input effect the quantity of output.
2. How can the firm select the optimal quantity of an input.
Lesson Objectives:
1. Explain the difference between fixed and variable costs.
2. Describe the difference between the short-run and long-run.
3. Compute the average and marginal physical product for a single input given data on
total output at different input level.
4. Explain the “Law of diminishing marginal returns”
5. Explain how total product, average product, and marginal product can be computed.
6. Explain the relationship between total product, average product and marginal product
curves.
7. Explain the theory of production
8. Describe the Three stages of production.
Terms:
Theory of production
Law of variable proportions
Short-run
Long-run
Production function
Total product
Marginal product
Stages of production
Diminishing returns
Material Needed:
- 2 reams of 8”by 11” computer paper
- 4 empty desks to represent factories
- 2 staplers
- 2 pairs of scissors
- 2 black markers
- 2 full packs of staples
- Activity 2-6-1: The Production Function and The Law of Diminishing
Marginal Returns
- Activity 2-6-2: A Closer Look at Total, Average and Marginal Product Curves
- Product Curves Overheads: Figures 6-2 , 6-3 and Table 6-2
Procedure:
1. Evenly divide students and have one half sit on one side of the room and the other
half sit on the other side.
2. Place two desks together in front of each column of students.
3. Explain to the students that they are going to examine two firms’ production
functions.
The production function is a schedule that describes the relationship between
changes in output and different amounts of a single input, while all other inputs
are held constant.
7. A. Review and write on the board the inputs used in the simulation.
1. (You/ labor)- We can hire and fire you at whim and you make 25 cents for every
book you make
2. (Staples/paper) – I pay for what I use
3. (staplers/ scissors) – I borrowed $20 to buy these and will pay back the loan at the
end of the week.
4. Desks(factories) – I borrowed $400 to buy these desks and will pay back at the
end of the month.
B. Have the students identify which inputs represent fixed coasts and variable costs.
Fixed: desks, stapler, scissors and markers.
Variable: staples, labor and paper
Make sure the students understand the difference between short-run and long-run.
Short-run: Period of time over which some of the firm’s commitments are fixed;
most are variable and can be changed with production needs
Long-run: A period of time long enough for all of a firms commitment to come to
an end and all costs are variable and my be adjusted for production
needs.
8. Call the first two students to take their places at the production floor and review rules.
Give 1-2 minutes per round to produce as many books as possible
Call the 2nd set of student for the second round and review rules again.
Complete steps until all students have produced and diminishing returns have set in.
9. End the simulation by announcing the winning firm and have students complete
handout one,
Ask student to explain the relationships that they see between the number of inputs,
marginal product and total product. Tie discussion into what physically happened during
the simulation.
- Try to get the student to write their own version of the principle of
diminishing marginal returns:
All other things remaining constant, if only one input is increased a point
will be reached where each additional input produces less output that the
previous input.
11. When going over activities 2-6-1 and 2-6-2, make sure the student understand:
Use Chapter 6 Power point presentations or overhead transparencies to further
explain these concepts.
Independent Practice:
Assign handout two