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Hugo Vega De La Cruz

EconmicoAnlisis1IntroduccinDear Colleague,

Thank you for using the Premium PowerPoints for Mankiws Principles of Economics. I update these approximately once per year to update the data, fix any typos, and incorporate the best suggestions from users like yourself. If you have any suggestions, corrections, or feedback, please email me at rcronovich@carthage.edu. Check the textbooks website to make sure youre always using the most recent version.

In this area (the notes section), I occasionally include notes that are visible only to you and will not display during your presentation in class. In slides with data tables or charts, the notes area provides the source information (often a URL or web address to the original data). In other slides, the notes area provides information that might be helpful when teaching this material, particularly for new instructors and graduate assistant teachers.

Notes about Chapter 1:

Most instructors try to cover this chapter in a single class session (especially those that are teaching the second of a two-semester sequence). If you are teaching principles of microeconomics, you might consider skipping Principles 8-10, which deal with macroeconomics.

Near the end of the chapter are four slides titled FYI: How to Read Your Textbook. In the notes section of these slides, I describe an in-class activity that teaches effective reading skills to students.

The 6th edition of the textbook includes a new case study on the incentive effects of changing gasoline prices. Encourage your students to check it out. 0En esta clase, responderemos las siguientes preguntas:Qu tipo de preguntas conciernen a la economa?Cules son los principios mediante los cuales las personas toman decisiones? Cmo interactan las personas?N1De Qu Trata La EconomaEscasez: la naturaleza limitada de los recursos de la sociedadEconoma: el estudio de cmo la sociedad administra sus recursos escasos, ej.cmo las personas deciden qu comprar, cunto trabajar, ahorrar y gastarcmo las firmas deciden cunto producir, cuntos trabajadores contratarcmo la sociedad decide cmo dividir sus recursos entre defensa nacional, bienes de consumo, proteger el medio ambiente y otras necesidades0N22You might want to elaborate a bit on some of the points made here. Some examples:

How do people decide how much to work? Time is scarce resourcetheres just not enough time to do everything wed like to do. How do we decide how much of our time to spend working? Theres a tradeoff: the more time we spend working, the higher our income, and therefore the more stuff we can buy. But, the more time we spend working, the less time we have for leisurehanging out with friends, going hiking, watching movies, etc. (You might want to ask your students how THEY decide how much time to spend working. Some will say it depends on how many classes they are taking, or the time requirements of the available jobs. But probably at least a few will say the wage: the higher the wage, the more worthwhile to work.)

How do firms decide what kind of labor to hire? Firms can hire unskilled or skilled workers. The skilled workers are more productive, but cost more than the unskilled workers.

How do firms decide how much to produce? Ask your students, and see if any of them say, It depends on the price of the product they sell. (Probably some will say it depends on whether theres a lot of demand for the product. To which you might respond and if theres a lot of demand for the product, what does that mean for the price that firms can get for the product?)0

Los principios deCMO LA GENTE TOMA DECISIONES33Decision-making is at the heart of economics. The individual must decide how much to save for retirement, how much to spend on different goods and services, how many hours a week to work. The firm must decide how much to produce, what kind of labor to hire. Society as a whole must decide how much to spend on national defense (guns) versus how much to spend on consumer goods (butter).

PRINCIPIO #1: Las personas enfrentan disyuntivasTodas las decisiones implican disyuntivas.Ejemplos:Ir a una fiesta la noche antes de tus exmenes deja menos tiempo para estudiar.Tener ms dinero para comprar cosas requiere trabajar ms horas, lo que deja menos tiempo para el ocio.Proteger el medio ambiente requiere recursos que podran ser usados para producir bienes de consumo.0N44PRINCIPIO #1: Las personas enfrentan disyuntivasLa sociedad enfrenta una disyuntiva importante: eficiencia vs. igualdad Eficiencia: cuando la sociedad obtiene lo mximo posible usando sus recursos escasosIgualdad: cuando la prosperidad se distribuye uniformemente entre los miembros de la sociedadDisyuntiva: Para lograr mayor igualdad, se podra redistribuir ingresos de los ricos a los pobres. Pero esto reduce el incentivo a trabajar y producir, reduciendo el tamao de la torta econmica. 0N55You may want to elaborate verbally on the last bullet to insure that the point is clear.

Redistribute income from wealthy to poor. This is accomplished through the progressive tax system, as well as social programs like food stamps and unemployment insurance that try to provide a safety net for people at the low end of the income distribution.

But this reduces the incentive to work The reward for working hard is a high income. Taxes reduce this reward, and therefore reduce the incentive to work hard. PRINCIPIO #2: El costo de una cosa es aquello a lo que se renuncia para obtenerlaTomar decisiones requiere comparar los costos y beneficios de opciones alternativas. El costo de oportunidad de cualquier cosa es aquello a lo que debemos renunciar para obtenerla. Este es el costo relevante para la toma de decisiones.

N66PRINCIPIO #2: El costo de una cosa es aquello a lo que se renuncia para obtenerlaEjemplos: El costo de oportunidad deir a la universidad por un ao no es slo la pensin, los libros y la manutencin, sino tambin el salario al que se renuncia. ver una pelcula no es slo el precio de la entrada, sino tambin el valor del tiempo que pasas en el cine. N77Heres a fun tangent if you have the class time and are so inclined:

Ask your students about the saying The best things in life are free. Ask them to name some of these things that supposedly are free. Ask them what free means in this context. The idea here is to get them to see that even things without an explicit monetary cost are not truly free because they have an opportunity cost.

For example, when you ask them to name the best things that are free, they will respond with answers like love, sitting at the top of a mountain you just climbed and enjoying an awesome view, or maybe witnessing the joy of a child who has just been given a new toy. In each case, there is no explicit monetary cost, but theres an opportunity cost.

For example, a day spent climbing a mountain represents a day of foregone wages. And the fact that the mountain offers the incredible view probably means that land has been set aside for a national park that might otherwise have been used to produce industrial chemicals, or for a subdivision of million-dollar homes.

With love, its less obvious, but if prodded enough, your students will be able to think of non-monetary costs associated with love. For example, you might not want to see the latest Ashton Kutcher film; you might think hes the worlds worst actor. But your boyfriend/girlfriend/teenage daughter or other loved one is DYING to see it and BEGGING you to take them. So you take them. Thats true love, dont you think? And its certainly not free. PRINCIPIO #3: Las personas racionales piensan en trminos marginalesPersonas racionales hacen lo mejor que pueden para lograr sus objetivos de manera sistemtica e intencionada.toman decisiones evaluando los costos y beneficios de cambios marginales; pequeos ajustes adicionales a un plan que ya exista. N88PRINCIPIO #3: Las personas racionales piensan en trminos marginalesEjemplos:Cuando un estudiante evala ir a la universidad por un ao adicional, compara la pensin y los ingresos a los que renunciara contra el ingreso adicional que obtendra con un ao adicional de educacin.Cuando un gerente evala incrementar su produccin, compara el costo de la mano de obra y materiales requeridos contra el ingreso adicional. N99See the textbook for two classic examples:

1. The diamond-water paradox: water is essential for life but virtually free; diamonds are inessential but expensive.

2. The near-zero marginal cost of an airline taking an extra passenger when the flight isnt full.PRINCIPIO #4: Las personas responden a los incentivosIncentivo: aquello que induce a las personas a actuar, es decir, el prospecto de una recompensa o castigo. Las personas racionales responden a los incentivos.Ejemplos:Cuando el precio de la gasolina sube, los consumidores compran ms automviles hbridos y menos camionetas con alto consumo de combustible.Cuando los impuestos a los cigarrillos aumentan, la proporcin de adolescentes fumadores se reduce. N1010APRENDIZAJE ACTIVO 1 Aplicando los principiosEst vendiendo su auto usado. Ya ha gastado $1000 en reparaciones. Sorpresivamente, la trasmisin se malogra. Puede pagar $600 para repararla o vender el auto como est. En cada uno de los siguientes escenarios, debera reparar la trasmisin? Explique.A.El precio de venta del auto es $6500 si la trasmisin funciona, $5700 si noB.El precio de venta es $6000 si la trasmisin funciona, $5500 en caso contrarioN11Most of these PowerPoint chapters have two or three Active Learning activities. They break up the lecture with short in-class activities for immediate reinforcement, application, or assessment of the material in the preceding slides. A good idea is to give students time to formulate their answers before asking for volunteers to share their answers with the class. When the questions or exercises are more complex, consider having them work in pairs.

Digression on class participation:

In general, its not a good idea to try to solicit participation by saying Now who can tell me the answer to X? The invariable result is regular participation by very few students the quick thinkers who have the confidence to answer spontaneously in front of the classwith little participation from anyone else. Better is to give students a quiet moment to think through their answers before requesting volunteers.

Better yet is a simple, time-tested activity called THINK-PAIR-SHARE. Pair students up. Pose a question or problem. Have students work on the problem individually for a couple minutes. Then, allow a couple minutes for pair work: each student tries to explain to the other why his or her answer is correct, and the other offers feedback. In many cases, students come up with better answers by working together. After this pair time, ask for volunteers. Students are much more likely to participate since theyll have had the opportunity to test run answers by a classmate. And those who do not participate will at least have had the chance to share their answer with, and get feedback from, one other student.

Activities like these are useful to break up a lecture every 20 minutes or so. They help maintain students attention spans and increase their comprehension of the material you cover. These activities are also useful for quick, informal assessment often, they will alert you to problems in student understanding, which you can then correct before moving on to cover additional material.

End of digression. APRENDIZAJE ACTIVO 1 RespuestasCosto de reparar la trasmisin = $600A. El precio de venta del auto es $6500 si la trasmisin funciona, $5700 si noBeneficio de arreglar la trasmisin = $800($6500 5700). Vale la pena arreglar la trasmisin. B.El precio de venta es $6000 si la trasmisin funciona, $5500 en caso contrarioBeneficio de arreglar la trasmisin es slo $500.Pagar $600 para arreglar la trasmisin no vale la pena.N12APRENDIZAJE ACTIVO 1 ObservacionesLos $1000 gastados anteriormente en reparaciones son irrelevantes. Lo que importa es el costo y beneficio de la reparacin marginal (la trasmisin). El cambio en los incentivos del escenario A al escenario B gener un cambio en la decisin.N13If you wish, you can omit this slide and just give this information to the class verbally. 0Los principios deCMO INTERACTAN LAS PERSONAS

1414Whether were talking about the U.S. economy or the local economy, the term economy simply means a group of people interacting with each other.

These interactions play a critical role in the allocation of societys scarce resources. For example, the interaction of buyers and sellers determines the prices of goods and the amounts produced and sold. These interactions are an important part of what economists study.

PRINCIPIO #5: El comercio puede mejorar el bienestar de todosEn lugar de ser auto-suficientes, las personas pueden especializarse en producir un bien o servicio e intercambiarlo por otros bienes. Los pases tambin se benefician del comercio y la especializacin:Obtienen un mejor precio en el exterior por los bienes que producenCompran otros bienes en el exterior ms baratos que lo que costara producirlos domsticamenteN1515If each person had to grow his own food, make his own clothes, cut his own hair, we would have a world full of skinny, unfashionable poor people having bad hair days every day of the week.

Its far more efficient for each person to specialize in producing a good or service, and then exchanging it with other people for the things they produce.

The statement trade can make everyone better off should not be hard to understand, if you think about it for a moment: Each of two parties would not voluntarily enter into an exchange if it made either of them worse off, now would they?

The same principles apply at the national and international level: International trade allows countries to sell their exports abroad and get a higher price, and to buy things from abroad more cheaply than they could produce at home.

In addition, trade gives a countrys consumers access to a greater variety of goods including goods they might not be able to get at all. For example, U.S. consumers enjoy a variety of fresh produce year-round. This would not be possible without international trade. PRINCIPIO #6: Los mercados normalmente son un buen mecanismo para organizar la actividad econmicaMercado: un grupo de compradores y vendedores (no necesitan estar en el mismo lugar)Organizar la actividad econmica significa determinarqu bienes producir cmo producirlos cunto producir de cada unoquin los consumeN1616A market economy is decentralized, meaning that there is no government committee that makes the decisions about what goods to produce and so forth. Instead, many households and firms make their own decisions:

* Each of many households decides who to work for and what goods to buy.

* Each of many firms decides whom to hire and what goods to produce.

PRINCIPIO #6: Los mercados normalmente son un buen mecanismo para organizar la actividad econmicaUna economa de mercado asigna recursos a travs de las decisiones descentralizadas de hogares y firmas interactuando en el mercado. Famosa observacin de Adam Smith en La Riqueza de las Naciones (1776): Cada una de estos hogares y firmas acta como si fuera guiado por una mano invisible para lograr el bienestar econmico de la sociedad.N1717In all versions of this textbook except Brief Principles of Macroeconomics, market efficiency and the invisible hand are covered more thoroughly in Chapter 7. PRINCIPIO #6: Los mercados normalmente son un buen mecanismo para organizar la actividad econmicaLa mano invisible opera a travs del sistema de precios:La interaccin entre compradores y vendedores determina los precios. Cada precio refleja el valor del bien para los compradores y el costo de producir el bien. Los precios guan a los hogares y firmas que buscan su propio beneficio a tomar decisiones que, en muchos casos, maximizan el bienestar econmico de la sociedad. N1818Milton Friedman introduces these concepts using a very famous, simple, effective story. See it here:

http://www.youtube.com/watch?v=4ERbC7JyCfU

PRINCIPIO #7: El gobierno puede mejorar algunas veces los resultados del mercadoRol importante para el gob.: hacer valer los derechos de propiedad (con polica, juzgados)Las personas estarn menos inclinadas a trabajar, producir, invertir o comprar si hay un riesgo grande de que su propiedad sea robada.N1919Govt is an abbreviation for government. Throughout all of the Premium PowerPoint chapters, I try to use abbreviations the way a thoughtful instructor would use them if writing on a whiteboard or chalkboard. If you prefer to spell the word out, just use your mouse to highlight govt and then type out the full word.

Two examples of the idea in the second bullet point:A restaurant wont serve meals if customers do not pay before they leave. A music company wont produce CDs if too many people avoid paying by making illegal copies.

Many fledging market economies are struggling through the transition from central planning because they have not developed institutions that protect and enforce property rights. The British news magazine The Economist has lots of current examples of this. An older but still interesting example comes from a column that Mankiw wrote in the June 12, 2000, issue of Fortune magazine entitled Ukraine: How Not To Run An Economy. PRINCIPIO #7: El gobierno puede mejorar algunas veces los resultados del mercadoFalla de mercado: situacin en la cual el mercado no asigna los recursos de la sociedad eficientementeCausas de las fallas de mercado:Externalidades, cuando la produccin o consumo de un bien afecta a otros (ej. polucin)Poder de mercado, un comprador o vendedor individual tiene influencia sustancial en el precio de mercado (ej. monopolio)Polticas pblicas podran mejorar eficiencia.N2020PRINCIPIO #7: El gobierno puede mejorar algunas veces los resultados del mercadoEl gob. puede alterar el resultado del mercado para incrementar la igualdad.Si la distribucin de bienestar econmico del mercado no es deseable, impuestos o polticas sociales pueden cambiar cmo se divide la torta econmica. N2121RESUMENLos principios de la toma de decisiones son:Las personas enfrentan disyuntivas.El costo de cualquier accin se mide en trminos de las oportunidades sacrificadas. Las personas racionales toman decisiones comparando costos marginales y beneficios marginales.Las personas responden a los incentivos.N22Each Premium PowerPoint chapter ends with a summary similar to the textbooks chapter summaries. Many instructors do not cover these chapter summaries in class. RESUMENLos principios de las interacciones entre las personas son:El comercio puede ser mutuamente beneficioso.Los mercados usualmente son una buena forma de coordinar el comercio. El gob. potencialmente puede mejorar los resultados del mercado si hay una falla de mercado o si el resultado del mercado es desigual. N23Hugo Vega De La Cruz

EcnomicoAnlisis2Pensando como economistaBesides introducing students to the economic way of thinking, this chapter introduces the Production Possibilities Frontier, the first of many graphs covered in the textbook. The PPF will be used extensively in Chapter 3 (Interdependence and the Gains from Trade).

It would be helpful to ask your students to bring calculators to class on the day you cover this chapter (as well as Chapter 3). 24En esta clase, responderemos las siguientes preguntas:Cules son los dos roles de los economistas? En qu se diferencian? Qu son los modelos? Cmo los usan los economistas?Cules son los elementos del Diagrama de Flujo Circular? Qu conceptos ilustra este diagrama? Cmo se relaciona la Frontera de Posibilidades de Produccin con el costo de oportunidad? Qu otros conceptos ilustra?N25Los economistas como cientficosLos economistas cumplen dos roles:1. Cientficos: tratan de explicar el mundo2. Asesores de poltica: tratan de mejorarloEn el primero, los economistas emplean elmtodo cientfico, el desarrollo objetivo y la comprobacin de teoras de cmo funciona el mundo. N2626Supuestos & modelosLos supuestos simplifican un mundo complejo, lo hacen ms fcil de entender. Ejemplo: Para estudiar el comercio internacional, asuma dos pases y dos bienes. Es poco realista, pero sencillo de aprender y arroja intuicin til sobre el mundo real.Modelo: una representacin altamente simplicada de una realidad ms complicada. Los economistas usan modelos para analizar temas econmicos. N2727Algunos modelos familiaresUn mapa de carreteras

N2828Algunos modelos familiaresUn modelo de anatoma humana usado en una clase de biologa en secundaria

N2929

Algunos modelos familiaresUn avin a escalaN3030Algunos modelos familiaresEl modelo de dientes en la oficina del dentista

No olvides cepillarte!N3131Nuestro primer modelo: El Diagrama de Flujo CircularEl Diagrama de Flujo Circular: un modelo visual de la economa, muestra como el dinero fluye a travs de los mercados entre los hogares y las firmasDos tipos de actores: hogaresfirmas Dos mercados:el mercado de bienes y servicios el mercado de factores de produccinN3232Factores de ProduccinFactores de produccin: los recursos que utiliza la economa para producir bienes & servicios, incluyendotrabajo tierra capital (infraestructura & maquinaria usada en la produccin)N3333The definition of capital shown on this slide (buildings and machines) is the same that appears in the corresponding section of the chapter. A more formal definition will be provided in subsequent chapters.

FIGURA 1: El Diagrama de Flujo CircularHogares:Son dueos de los factores de produccin, los venden/alquilan a las firmas para obtener ingresosConsumen bienes & serviciosHogaresFirmasFirmas:Compran/alquilan factores de produccion, los usan para producir bienes & serviciosVenden bienes & serviciosN3434This and the following slide build the Circular-Flow Diagram piece by piece.

FIGURA 1: El Diagrama de Flujo CircularMercados de Factores de ProduccinHogaresFirmas IngresosSalarios, rentas, beneficiosFactores de produccinTrabajo, tierra, capital GastoB & S compradosB & S vendidosIngresosMercados de Bienes & Servicios35N3535In this diagram, the green arrows represent flows of income/payments. The red arrows represent flows of goods and services (including services of the factors of production in the lower half of the diagram).

To keep the graph simple, we have omitted the government, financial system, and foreign sector, as discussed on the next slide.

You may wish to change the order in which the elements appear. To do so, look for Custom Animation in your version of PowerPoint. Nuestro segundo modelo: La Frontera de Posibilidades de ProduccinFrontera de Posibilidades de Produccin (FPP): grfico que muestra las combinaciones de dos bienes que una economa puede producir, dados los recursos y tecnologa disponibles.Ejemplo: Dos bienes: computadoras y trigoUn recurso: trabajo (medido en horas)La economa tiene 50 000 horas de trabajo al mes disponibles para produccin.0N3636Ejemplo FPPProducir una computadora requiere 100 horas de trabajo.Producir una tonelada de trigo requiere 10 horas de trabajo.5,00004,0001002,5002501,00040050,000040,00010,00025,00025,00010,00040,0000500050,000EDCBATrigoComputadorasTrigoComputadorasProduccinUso de las horas de trabajo03737Suggestion:Show first row. Explain how we get the production numbers from the employment numbers. Then, show the rest of the employment numbers, and give students 3 minutes to compute the production numbers for each employment allocation.

Punto del grficoProduccinCom-putadorasTrigoA5000B4001,000C2502,500D1004,000E05,000

ABCDEEjemplo FPP383838APRENDIZAJE ACTIVO 1 Puntos que no estn en la FPPA.En el grfico, encuentre el punto que representa(100 computadoras, 3000 toneladas de trigo), llmelo F. Sera posible para la economa producir esta combinacin de los dos bienes?Por qu s o por qu no?B.Luego, encuentre el punto que representa(300 computadoras, 3500 toneladas de trigo), llmelo G. Sera posible para la economa producir esta combinacin de los dos bienes?N39This exercise leads students to discover for themselves that points under the PPF are possible but inefficient, while points above it are not possible. APRENDIZAJE ACTIVO 1 RespuestasPunto F:100 comp., 3000 toneladas de trigoEl punto F requiere 40 000 horas de trabajo. Es posible pero no eficiente: podra obtenerse ms de cualquier bien sin sacrificar nada del otro.

FN40APRENDIZAJE ACTIVO 1 Respuestas

Punto G:300 comp., 3500 toneladas de trigoEl punto G requiere 65 000 horas de trabajo. No es posible porque la economa slo tiene 50 000 horas.GN41La FPP: Qu Sabemos Hasta AhoraPuntos en la FPP (como A E)posibleseficientes: todos los recursos se utilizan al mximoPuntos debajo de la FPP (como F) posiblesno eficientes: algunos recursos subutilizados (ej., trabajadores desempleados, fbricas ociosas) Puntos encima de la FPP (como G) imposiblesN4242La FPP y el Costo de OportunidadRecuerde: El costo de oportunidad de algo es lo que hay que sacrificar para obtenerlo. Moverse a lo largo de la FPP implica reasignar recursos (ej., trabajo) de la produccin de un bien a la de otro. La sociedad enfrenta una disyuntiva: Obtener ms de un bien requiere sacrificar algo del otro. La pendiente de la FPP es igual al costo de oportunidad de un bien en trminos del otro.

N4343La FPP y el Costo de Oportunidad

1000100pendiente == 10Aqu, el costo de oportunidad de una computadora es 10 toneladas de trigo.N4444Here, the rise is a negative number, because as you move to the right, the line falls (meaning wheat output is reduced).

Moving to the right involves shifting resources from the production of wheat (which causes wheat output to fall) to the production of computers (which causes computer production to rise). Producing an additional computer requires the resources that would otherwise produce 10 tons of wheat.

APRENDIZAJE ACTIVO 2 FPP y Costo de OportunidadEn qu pas es menor el costo de oportunidad de la tela?

FRANCIAINGLATERRAN45This exercise reinforces the material on the preceding slide. It is especially useful if you plan to cover Chapter 3 (Interdependence and the Gains from Trade) after completing Chapter 2.APRENDIZAJE ACTIVO 2 RespuestasInglaterra, porque su FPP no es tan empinada como la de Francia

FRANCIAINGLATERRAN46There are two ways to get the answer. The hard way is to compute the slope of both PPFs. The slope of Frances PPF equals -600/300 = -2, meaning that France must give up two units of wine to get an additional unit of cloth. The slope of Englands PPF = -200/300 = -2/3, meaning that England only must sacrifice 2/3 of a unit of wine to get an additional unit of cloth. Thus, the opportunity cost of cloth is lower in England than France.

The question, however, does not ask for the numerical values of the opportunity cost of cloth in the two countries. It only asks which country has a lower opportunity cost of cloth.

There is an easy way to determine the answer. Students must remember that the slope of the PPF equals the opportunity cost of the good measured on the horizontal axis. Then, students can simply eyeball the two PPFs to determine which is steepest. From what the graphs show, its pretty easy to see that Englands PPF isnt as steep, and therefore the opportunity cost of cloth is lower in England than in France.Crecimiento Econmico y la FPPCon recursos adicionales o una mejora tecnolgica, la economa puede producir ms computadoras, ms trigo, o cualquier combinacin intermedia.

El crecimiento econmico traslada la FPP hacia afuera.N4747The PPF shows the tradeoff between the outputs of different goods at a given time, but the tradeoff can change over time.

For example, over time, the economy might get more workers (or more factories or more land). Or, a more efficient technology might be invented. Both eventsan increase in the economys resources or an improvement in technologycause an expansion in the set of opportunities. That is, both allow the economy to produce more of one or both goods.

This is a simple example of economic growth, an important subject that gets its own chapter in the macroeconomics portion of the textbook.

In the example shown on this slide, economic growth causes a parallel outward shift of the PPF. Since the new PPF is parallel to the old one, the tradeoff between the two goods is the same. However, this need not always be the case. For example, if a new technology had more impact on the computer industry than on the wheat industry, then the horizontal (computer) intercept would increase more than the vertical (wheat) intercept, and the PPF would become flatter: the opportunity cost of computers would fall, because the technology has made them relatively cheaper (relative to wheat). Going into more detail here is probably beyond the scope of this chapter.

La Forma de la FPPLa FPP puede ser una lnea recta o curvaDepende de qu sucede con el costo de oportunidad cuando la economa reasigna recursos de una industria a la otra.Si el costo de oportunidad se mantiene constante, la FPP es una recta. (En el ejemplo anterior, el costo de oportunidad de una computadora siempre eran 10 ton. de trigo.)Si el costo de oportunidad de un bien se incrementa cuando la economa produce ms de dicho bien, la FPP es curva. N4848Por Qu la FPP Podra Ser CurvaBicicletasCervezaConforme la economa reasigna recursos de la cerveza a las bicicletas:la FPP se vuelve ms empinadael costo de oportunidad de las bicicletas aumenta N4949Por Qu la FPP Podra Ser CurvaEn el punto A, la mayora de los trabajadores estn produciendo cerveza, incluso aquellos ms idneos para hacer bicicletas.Entonces, no se sacrifica mucha cerveza para obtener ms bicicletas.ABicicletasCervezaEn A, el costo de oportunidad de las bicicletas es bajo.N5050Here, we are using workers for the more general resources, to keep things simple and consistent with the previous examples. Por Qu la FPP Podra Ser CurvaEn B, la mayora de los trabajadores estn produciendo bicicletas. Los pocos que quedan en cerveza son los mejores cerveceros.Producir ms bicicletas requerira quitar a los mejores cerveceros de la produccin de cerveza, generando una fuerte cada en esta. BBicicletasCervezaEn B, el costo de oportunidad de las bicicletas es alto.N5151Por Qu la FPP Podra Ser CurvaEntonces, la FPP podra ser curva cuando distintos trabajadores tienen diferentes habilidades, diferentes costos de oportunidad de producir un bien en trminos del otro. La FPP tambin sera curva cuando hay algn otro recurso, o combinacin de recursos con distintos costos de oportunidad(ej., distintos tipos de tierra adecuados para diferentes usos).N5252The bow-shaped PPF is more realistic. However, the linear PPF is simpler to work with, and we can learn a lot about how the economy works using the linear PPF. In Chapter 3, we will use a linear PPF to show how trade can make two countries (or two individuals) better off.

Note: In the Problems and Applications at the end of the chapter, problem 4 asks students to construct a PPF for an economy with three different workers (Larry, Moe, and Curly), each with a different opportunity cost. The PPF ends up having three line segments (one for each worker), which--very roughly--approximates a bow-shape. After students work through and understand this problem, it should not be hard for them to understand the following: the more different kinds of workers (or, more generally, resources) there are, the closer the PPF will resemble a smooth bow shape. In an actual economy like the U.S., there are millions of different workers with different opportunity costs, so a smooth bow-shaped PPF is a nearly perfect approximation to the actual PPF. La FPP: Un ResumenLa FPP muestra todas las combinaciones de dos bienes que una economa puede producir, dados sus recursos y tecnologa. La FPP ilustra los conceptos de disyuntiva y costo de oportunidad, eficiencia e ineficiencia, desempleo y crecimiento econmico.Una FPP curva ilustra el concepto de costo de oportunidad creciente.N5353RESUMENComo cientficos, los economistas tratan de explicar el mundo usando modelos con supuestos apropiados. Dos modelos sencillos son el Diagrama de Flujo Circular y la Frontera de Posibilidades de Produccin. N54Chart101000250040005000

wheatComputadorasTrigo (ton.)

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wheatTelaVino

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wheatComputadorasTrigo (ton)

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