Microeconomics 2011 Chapter 4 微观经济 教学课件.ppt

* d) * a) * d) * d) * a) * b) * c) * * * * * * * * * * Encourage your students to use the total revenue test (total expenditure) to check whether their demand for some item the price of which has changed, is elastic or inelastic. * Fuel for thought: Getting some intuition on what determines whether demand is inelastic or elastic The demand for gasoline and junk food in general. Students love their cars and junk food, and they know that the demand for both in general is inelastic because there are no good substitutes for personal transportation and a quick snack. The demand for Joe’s quick-mart gasoline. Ask your students if Joe’s quick-mart (substitute your actual local one) convenience store would lose much business and total revenues if he raised the price of gasoline more than a penny or two compared to the other three gas stations at a street intersection. When the students conclude he’d lose much of his gasoline sales ask them to reconcile this large quantity decrease to a small increase in price (elastic demand) with the fact that they earlier stated that demand for gasoline is very inelastic. They will recognize that gasoline from other corner stations is a very good substitute for Joe’s gasoline. The demand for Joe’s quick-mart junk food. After students recognize that abundant substitute availability keeps elasticity high, ask the students why Joe’s junk food (and all quick-mart stores’ junk food) is priced so much higher than the near-by grocery store’s junk food. Students will conclude that “convenience” stores are well named. Most people aren’t willing to wait in the grocery store check-out line behind the frazzled mother of three screaming kids, each hanging on the over-loaded basket that will take 15 minutes of coupon validating and price checking to check out. The grocery store is not a good substitute for people on the go looking for a fast snack and a quick gas fill. * * * * Emphasize the information content in the algebraic sign of the cross elast