AP ® Microeconomics Syllabus 1
Objectives: Students will be able to
Demonstrate economic questioning and analysis skills.• [C1]Interpret a variety of graphical models • [C6] and paraphra economic concepts. Analyze the development of modern economic theory. • Explain the basic connections between economics and calculus. • U and interpret the language of business and basic measurements of • economics performance.
Apply economic skills and concept knowledge to higher college-level • economic cours.Cour Planner
Content Summary
Semester 1—Microeconomics
1. Basic economic concepts: scarcity, choice, opportunity cost, PPF [C1]
2. Nature and function of product markets: supply and demand, elasticity, consumer choice, firm production costs and revenues, pricing, perfect competition, imperfect competition [C2]
3. Factor markets: derived demand, factor pricing [C3]this is the end
4. History of economic thought: Adam Smith, Thomas Malthus, David Ricardo, Karl Marx, John Maynard Keynes
5. Role of government: government regulation, public goods, externalities distribution of wealth [C4]
6. Gains from trade and absolute and comparative advantage [C1]C1—The cour teaches students basic economic concepts C6—The cour teaches how to generate, interpret, label, and analyze graphs, charts, and data to describe and explain economic concepts C2—The cour provides students with instruction in the nature and functions of product markets C3—The cour provides students with instruction in factor markets C4—The cour provides students with instruction in market failure and the role of government
Unit 1: Basic Concepts 1 week
Key Topics: Scarcity, Choice, Opportunity Cost, PPF, Basic Marginal Benefit/ Marginal Cost Analysis [C1, C5]
Readings: Mankiw, Principles of Economics, Chapter 1, pp. 4–11; Chapter 2, pp. 24–28 Asssment:
Quiz with two short-answer questions and six to eight multiple-choice questionsmy beloved girl是什么意思
Unit 2: Supply and Demand 3 weeks Topics: Demand, Law of Diminishing Marginal Benefits, Supply, Consumer and Producer Surplus, Consumer Choice/Optimal Purcha Rule, Allocative Efficiency, Deadweight Loss, Elasticity, Total Revenue Test, Price Discrimination, Price Floors and Ceilings, Efficiency versus Equity[C2]
Readings:Mankiw, Principles of Economics, Chapter 4; Chapter 5, pp. 89–99; Chapter 6; Chapter 7; Chapter 8, pp. 164-69; Chapter 15, pp. 337-39 Asssment: Test with one long-answer question, two short-answer questions, and eight to twelve multiple-choice questions.
Unit 3: Costs and Revenues 3 weeks (emphasis on graphs) [C6]
Topics: Law of Diminishing Marginal Returns, Economies of Scale, Costs (fixed, variable, marginal), Cost Curves (relationship between curves), Total and Marginal Revenues, Profit and Loss (MR/MC and TR/TC), Break-Even, Shut Down, Economic Profit versus Normal Profit[C2]
Readings: Mankiw, Principles of Economics, Chapter 13
Asssment:Test with one long-answer question, two short-answer questions, and eight to twelve m
ultiple-choice questions
Unit 4: Perfect Competition 3 weeks Topics: A ssumptions, R elationship b etween I ndustry a nd F irm, P rofit M aximization, Long-Run Equilibriums, Short-Run Equilibriums and the Adjustment Mechanism, Allocative Efficiency[C2] (for a firm)
Readings: Mankiw, Principles of Economics, Chapter 14
Asssment: Test with one long-answer question, two short-answer questions, and eight to twelve multiple-choice questions
fortunetellerUnit 5: Imperfect Competition 3 weeks Topics: Relationship Between Price and MR, Barriers to Entry, Profit Maximization, Monopoly, Regulation, Natural Monopoly, Oligopoly and Duopoly Game Theory with Game Tree and Payoff Matrix (dominant strategy, Nash Equilibrium, col-lusion, prisoner’s dilemma, interdependence), Collusive Oligopoly, Monopolistic Competition (long run and short run) (Note: In each imperfectly competitive C1—The cour teaches students basic economic concepts
C2—The cour provides students with instruction in the nature and functions of product markets
C5—The cour promotes understanding of economic decision-making and its factors, such as marginal analysis and opportunity costs
C6—The cour teaches how to generate, interpret, label, and analyze graphs, charts, and data to describe and explain economic concepts
market structure, examine its effect on allocative efficiency and consumer and
producer surplus, and make comparisons to perfect competition.) [C2]Readings: Mankiw, Principles of Economics , Chapter 15; Chapter 16, pp. 345-61; Chapter 17, pp. 373-80, 385Asssment: Test with one long-answer question, two short-answer questions, and eight to twelve multiple-choice questions Unit 6: Factor Markets 2 weeks Topics: Factors of Production (review definitions of marginal revenue, marginal product, the law of diminishing marginal returns), Derived Demand, Marginal Revenue Product Analysis, Optimal Purcha Rule, Perfectly Competitive Factor Markets, Profit Maximization/Cost Minimization Rules, Monopsony, Economic Rent, Distribution of Income Among Factors, Unions [C3, C5]Readings: Mankiw, Principles of Economics , Chapters 18 and 19; Chapter 20, pp. 440-45Asssment: Quiz with two short-answer questions and six to eight multiple-choice questions Unit 7: The Role of Government 2 weeks Topics: Role of
Government, Public versus Private Goods, Marginal Social Cost/Marginal Social Benefit Analysis, Market Failures, Positive and Negative Externalities, Taxes, Free Riders, “Tragedy of the Commons” [C4]Readings: Mankiw, Principles of Economics , Chapters 10 and 11 (and parts of 12, if time allows)Asssment:
1. Quiz with two short-answer questions and six to eight multiple-choice questions
2. Extra-credit AP® Exam free-respon ction
Comprehensive Final Exam: One long-answer question, two short-answer ques-tions, and a full multiple-choice ction (60 questions) of an AP Relead Exam. Two hours are planned for the exam.
bepatientTeaching Strategies Complete AP Exam problems in class.• Give students 10 to 15 minutes
to work out the answers to an old AP free-respon question. Let the students work in small groups if they (or you) prefer. When a group finishes quickly, have them put their answer on the board. I do this veral days a week, at either the beginning or the end of the period. It has veral benefits:C2—The cour provides students with instruction in the nature and functions of product markets C3—
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The cour provides students with instruction in factor markets C5—The cour promotes understanding of economic decision-making and its factors, such as marginal analysis and opportunity costs C4—The cour provides
students with instruction
in market failure and the role of government
Visit weaker groups or students so that they can get some ■individualized instruction.
Asss where common misunderstandings are happening. If I get ■questions from veral groups on the same part of the problem, I know to review or reteach that idea.
Students learn to do AP problems in the amount of time they will get ■on the actual AP Exam. This helps them know how to pace themlves when it counts.
Give reading previews.• Give introductory lectures to the upcoming
reading from the textbook. Emphasize that the lectures are not meant to be a perfect substitute for the reading; rather, they let students read new material with some familiarity. Economics textbooks a
re not the easiest to read. When students tackle the textbooks having already en the big ideas, they get the most from the time they spend on the reading.
Frontload on fundamental topics.• Extend the units at the beginning of the cour and make sure that as many students as possible are on board with the basics such as opportunity cost, supply and demand, and the cost curves. Spending more time on the topics the first time through will save you a lot of time later. Students can pick up new topics quickly if they are well grounded in the topics that come early. Hours spent up front can save you days later on in the mester!
U the newspaper.• Nothing motivates students like eing that
economics is being put to u every day around them. Finding good articles for class is easy. Look in the Wall Street Journal on page A2, “The Economy.” The commodities page has a supply-and-demand article every day. The Sunday “Business” ction in the New York Times almost always has something you can u, as do the editorial pages. Make a “clip-and-save” file, gather articles as you e them, and then break them out when you cover that topic. Searching the paper for a few minutes every day will quickly produce more good articles than you can u.
Student Evaluation
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Student grades are determined as an average of tests, quizzes, papers, and extra-credit assignments. Grades are broken down as follows:
Tests 40%Units 2, 3, 4, 5
Quizzes 10%Units 1, 6, 8
订单号Papers 30%Nickel and Dimed summer reading, Nickel and
Dimed supply-and-demand analysis, The Worldly
Philosophers paper Project 10%Mutual fund project, AP Relead Exam free-respon ction
Final 10%Comprehensive
Teacher Resources
Economics U$A. Video ries. Produced by Educational Film Center. N.p., 2002.
Ehrenreich, Barbara. Nickel and Dimed: On (Not) Getting By In America. New York: Metropolitan Books, 2001.
Heilbroner, Robert L. The Worldly Philosophers: The Lives, Times, and Ideas of the Great Economic Thinkers. Rev. 7th ed. New York: Simon and Schuster, 1999.
half是什么意思Mankiw, N. Gregory. Principles of Economics. 3rd ed. Mason, Ohio: Thompson South-Western, 2004.
保持联络英文Morton, John S., and Rae Jean B. Goodman. 2004. Advanced Placement Economics: Microeconomics, Student Activities. 3rd ed. New York: National Council on Economic Education.
The New York Times
The Wall Street Journal
