1、1 of 18Copyright 2013 Pearson Education, Inc. Microeconomics Pindyck/Rubinfeld, 8e.1.1The Themes of Microeconomics1.2What Is a Market?1.3Real versus Nominal Prices1.4Why Study Microeconomics?C H A P T E R 1Prepared by:Fernando Quijano, IllustratorPreliminariesCHAPTER OUTLINE2 of 18Copyright 2013 Pea
2、rson Education, Inc. Microeconomics Pindyck/Rubinfeld, 8e. microeconomics Branch of economics that deals with the behavior of individual economic unitsconsumers, firms, workers, and investorsas well as the markets that these units comprise. macroeconomics Branch of economics that deals with aggregat
3、e economic variables, such as the level and growth rate of national output, interest rates, unemployment, and inflation.3 of 18Copyright 2013 Pearson Education, Inc. Microeconomics Pindyck/Rubinfeld, 8e.CONSUMERSConsumers have limited incomes, which can be spent on a wide variety of goods and servic
4、es, or saved for the future. WORKERSWorkers also face constraints and make trade-offs. First, people must decide whether and when to enter the workforce. Second, workers face trade-offs in their choice of employment. Finally, workers must sometimes decide how many hours per week they wish to work, t
5、hereby trading off labor for leisure.FIRMSFirms also face limits in terms of the kinds of products that they can produce, and the resources available to produce them.The Themes of Microeconomics1.1Trade-Offs4 of 18Copyright 2013 Pearson Education, Inc. Microeconomics Pindyck/Rubinfeld, 8e.Microecono
6、mics describes how prices are determined. In a centrally planned economy, prices are set by the government. In a market economy, prices are determined by the interactions of consumers, workers, and firms. These interactions occur in marketscollections of buyers and sellers that together determine th
7、e price of a good.Prices and Markets5 of 18Copyright 2013 Pearson Education, Inc. Microeconomics Pindyck/Rubinfeld, 8e.Theories and ModelsIn economics, explanation and prediction are based on theories. Theories are developed to explain observed phenomena in terms of a set of basic rules and assumpti
8、ons.A model is a mathematical representation, based on economic theory, of a firm, a market, or some other entity.Positive versus Normative Analysis positive analysis Analysis describing relationships of cause and effect. normative analysis Analysis examining questions of what ought to be.6 of 18Cop
9、yright 2013 Pearson Education, Inc. Microeconomics Pindyck/Rubinfeld, 8e. market Collection of buyers and sellers that, through their actual or potential interactions, determine the price of a product or set of products. market definition Determination of the buyers, sellers, and range of products t
10、hat should be included in a particular market. arbitrage Practice of buying at a low price at one location and selling at a higher price in another.What Is a Market?1.27 of 18Copyright 2013 Pearson Education, Inc. Microeconomics Pindyck/Rubinfeld, 8e.Competitive versus Noncompetitive Markets perfect
11、ly competitive market Market with many buyers and sellers, so that no single buyer or seller has a significant impact on price.Many other markets are competitive enough to be treated as if they were perfectly competitive.Other markets containing a small number of producers may still be treated as co
12、mpetitive for purposes of analysis.Finally, some markets contain many producers but are noncompetitive; that is, individual firms can jointly affect the price.8 of 18Copyright 2013 Pearson Education, Inc. Microeconomics Pindyck/Rubinfeld, 8e.Market Price market price Price prevailing in a competitiv
13、e market.In markets that are not perfectly competitive, different firms might charge different prices for the same product. This might happen because one firm is trying to win customers from its competitors, or because customers have brand loyalties that allow some firms to charge higher prices than
14、 others.The market prices of most goods will fluctuate over time, and for many goods the fluctuations can be rapid. This is particularly true for goods sold in competitive markets.9 of 18Copyright 2013 Pearson Education, Inc. Microeconomics Pindyck/Rubinfeld, 8e.Market DefinitionThe Extent of a Mark
15、et extent of a market Boundaries of a market, both geographical and in terms of range of products produced and sold within it.Market definition is important for two reasons:A company must understand who its actual and potential competitors are for the various products that it sells or might sell in
16、the future.Market definition can be important for public policy decisions.For some goods, it makes sense to talk about a market only in terms of very restrictive geographic boundaries.We must also think carefully about the range of products to include in a market.10 of 18Copyright 2013 Pearson Educa
17、tion, Inc. Microeconomics Pindyck/Rubinfeld, 8e.In 1990, the Archer-Daniels-Midland Company (ADM) acquired the Clinton Corn Processing Company (CCP).The U.S. Department of Justice (DOJ) challenged the acquisition on the grounds that it would lead to a dominant producer of corn syrup with the power t
18、o push prices above competitive levels.ADM fought the DOJ decision, and the case went to court. The basic issue was whether corn syrup represented a distinct market.ADM argued that sugar and corn syrup should be considered part of the same market because they are used interchangeably to sweeten a va
19、st array of food products.EXAMPLE 1.1 THE MARKET FOR SWEETENERS11 of 18Copyright 2013 Pearson Education, Inc. Microeconomics Pindyck/Rubinfeld, 8e.EXAMPLE 1.2 A BICYCLE IS A BICYCLE. OR IS IT?TABLE 1.1MARKETS FOR BICYCLESTYPE OF BICYCLECOMPANIES AND PRICES (2011)Mass Market Bicycles:Sold by mass mer
20、chandiserssuch as Target, Wal-Mart,Kmart, and Sears.Huffy: $90$140Schwinn: $140$240Mantis: $129$140Mongoose: $120$280Dealer Bicycles: Sold bybicycle dealers stores thatsell only (or mostly) bicyclesand bicycle equipment.Trek: $400$2500Cannondale: $500$2000Giant: $500$2500Gary Fisher: $600$2000Mongoo
21、se: $700$2000Ridley: $1300$2500Scott: $1000$3000Ibis: $2000 and upThere are actually two different markets for bicycles, markets that can be identified by the type of store in which the bicycle is sold.12 of 18Copyright 2013 Pearson Education, Inc. Microeconomics Pindyck/Rubinfeld, 8e. nominal price
22、 Absolute price of a good, unadjusted for inflation. real price Price of a good relative to an aggregate measure of prices; price adjusted for inflation. Consumer Price Index Measure of the aggregate price level. Producer Price Index Measure of the aggregate price level for intermediate products and
23、 wholesale goods.Real versus Nominal Prices1.3After correcting for inflation, do we find that the price of butter was more expensive in 2010 than in 1970? To find out, lets calculate the 2010 price of butter in terms of 1970 dollars. The CPI was 38.8 in 1970 and rose to about 218.1 in 2010. (There w
24、as considerable inflation in the United States during the 1970s and early 1980s.) In 1970 dollars, the price of butter wasIn real terms, therefore, the price of butter was lower in 2010 than it was in 1970.13 of 18Copyright 2013 Pearson Education, Inc. Microeconomics Pindyck/Rubinfeld, 8e.EXAMPLE 1.
25、3 THE PRICE OF EGGS AND THE PRICE OF A COLLEGE EDUCATIONTABLE 1.2THE REAL PRICES OF EGGS AND OF A COLLEGE EDUCATION19701980199020002010Consumer Price Index38.882.4130.7172.2218.1Nominal PricesGrade A Large Eggs$0.61$0.84$1.01$0.91$1.54College Education$2,112$3,502$7,619$12,976$21,550Real Prices ($19
26、70)Grade A Large Eggs$0.61$0.40$0.30$0.21$0.27College Education$2,112 $1,649$2,262$2,924$3,835The real prices of eggs in 1970 dollars is calculated as follows:While the nominal price of eggs rose during these years, the real price of eggs actually fell.14 of 18Copyright 2013 Pearson Education, Inc.
27、Microeconomics Pindyck/Rubinfeld, 8e.EXAMPLE 1.3 THE PRICE OF EGGS AND THE PRICE OF A COLLEGE EDUCATIONTABLE 1.2THE REAL PRICES OF EGGS AND OF A COLLEGE EDUCATION19701980199020002010Consumer Price Index38.882.4130.7172.2218.1Nominal PricesGrade A Large Eggs$0.61$0.84$1.01$0.91$1.54College Education$
28、2,112$3,502$7,619$12,976$21,550Real Prices ($1970)Grade A Large Eggs$0.61$0.40$0.30$0.21$0.27College Education$2,112 $1,649$2,262$2,924$3,835The real prices of eggs in 1990 dollars is calculated as follows:15 of 18Copyright 2013 Pearson Education, Inc. Microeconomics Pindyck/Rubinfeld, 8e.EXAMPLE 1.
29、3 THE PRICE OF EGGS AND THE PRICE OF A COLLEGE EDUCATIONTABLE 1.2THE REAL PRICES OF EGGS AND OF A COLLEGE EDUCATION19701980199020002010Consumer Price Index38.882.4130.7172.2218.1Nominal PricesGrade A Large Eggs$0.61$0.84$1.01$0.91$1.54College Education$2,112$3,502$7,619$12,976$21,550Real Prices ($19
30、70)Grade A Large Eggs$0.61$0.40$0.30$0.21$0.27College Education$2,112 $1,649$2,262$2,924$3,835The percentage change in real price is calculated as follows:16 of 18Copyright 2013 Pearson Education, Inc. Microeconomics Pindyck/Rubinfeld, 8e.EXAMPLE 1.4 THE MINIMUM WAGETHE MINIMUM WAGEIn nominal terms,
31、 the minimum wage has increased steadily over the past 70 years. However, in real terms its expected 2010 level is below that of the 1970s.FIGURE 1.117 of 18Copyright 2013 Pearson Education, Inc. Microeconomics Pindyck/Rubinfeld, 8e.Corporate Decision Making: The Toyota PriusHybrid cars are more ene
32、rgy efficient than cars with just a gasoline engine; the Prius, for example, can get 45 to 55 miles per gallon. The Prius was a big success, and within a few years other manufacturers began introducing hybrid versions of some of their cars.The design and efficient production of the Prius involved no
33、t only some impressive engineering, but a lot of economics as well.First, Toyota had to think carefully about how the public would react to the design and performance of this new product.Next, Toyota had to be concerned with the cost of manufacturing these cars.Finally, Toyota had to think about its
34、 relationship to the government and the effects of regulatory policies.Why Study Microeconomics?1.418 of 18Copyright 2013 Pearson Education, Inc. Microeconomics Pindyck/Rubinfeld, 8e.Public Policy Design: Fuel Efficiency Standards for the Twenty-First CenturyIn 1975, the U.S. government imposed regu
35、lations designed to improve the average fuel economy of domestically-sold cars and light trucks. The CAFE (Corporate Average Fuel Economy) standards have become increasingly stringent over the years.A number of important decisions have to be made when designing a fuel efficiency program, and most of
36、 those decisions involve economics. First, the government must evaluate the monetary impact of the program on consumers. Before imposing CAFE standards, it is important to estimate the likely impact those standards will have on the cost of producing cars and light truck. The government must also ask why problems related to oil consumption are not solved by our market-oriented economy.谢谢观看！
