SECTION 1 SCARCITY, CHOICE, OPPORTUNITY COST

BUSINESS BMAL 590 ALC11 Microeconomics

SECTION 1 SCARCITY, CHOICE, OPPORTUNITY COST

SECTION 1 SCARCITY, CHOICE, OPPORTUNITY COST

-People respond to incentives blank_______.

by ignoring negative incentives and responding to positive incentives only

only when they are irrational

by calculating their individual costs and benefits and determining which is greater

when they have low incomes

-After much consideration, you have chosen Cancun over Ft. Lauderdale as your Spring Break destination this year. However, Spring Break is still months away, and you may reverse this decision. Which of the following events would prompt you to reverse this decision?

The marginal benefit of going to Cancun increases.

The marginal cost of going to Cancun decreases.

The marginal benefit of going to Ft. Lauderdale decreases.

The marginal cost of going to Ft. Lauderdale decreases.

-A tradeoff exists between a clean environment and a higher level of income in that blank_______.

studies show that individuals with higher levels of income pollute less than low-income individuals

efforts to reduce pollution typically are not completely successful

laws that reduce pollution raise costs of production and reduce incomes

employing individuals to clean up pollution causes increases in employment and income

-An incentive blank_______.

is the opposite of a tradeoff

could be a reward but could not be a penalty

could be either a reward or a penalty

could be a penalty but could not be a reward

-Bill is restoring a car and has already spent $4000 on the restoration. He expects to be able to sell the car for $5800. Bill discovers that he needs to do an additional $2400 of work to make the car worth $5800 to potential buyers. He could also sell the car now, without completing the additional work, for $3800. What should he do?

He should sell the car now for $3800.

He should keep the car since it wouldn’t be rational to spend $6400 restoring a car and then sell it for only $5800.

He should complete the additional work and sell the car for $5800.

It does not matter which action he takes since the outcome will be the same either way.

-Economists assume that people are motivated by blank_______.

altruism

rational self-interest

benevolence

greed

-The fundamental reason people must choose between goods to buy and consume is because of blank______.

people engaging in exchange

specialization

scarcity

great abundance of free resources

-A rational student will continue studying in a given study session until blank______.

the expected grade is an A

the expected grade is a B

the marginal value of the last unit studied equals the marginal cost of the last unit

the expected grade is passing

-In economics, the cost of doing something is blank_______.

the opportunity cost only

the money, out-of-pocket expenditure

the value of the next best opportunity not taken

the value that you place on the opportunity taken

-The optimal amount of studying is determined by comparing the blank_______.

marginal benefit and the total cost of studying

marginal benefit and the total benefit of studying

marginal benefit and the marginal cost of studying

total benefit and the total cost of studying

SECTION 2 SUPPLY AND DEMAND

-A shift in the demand curve denotesblank_______.

a shift in the supply curve

a change in the price

a movement

a change in demand

-Consider inferior goods. As real incomes rise, consumers tend to buy inferior goods inblank________.

unchanged quantity

higher quantity

a manner to start looking for other inferior goods

less quantity

-The law of supply states that, holding other factors constant, as price increases blank_______.

quantity supplied increases

quantity supplied decreases

quantity demanded increases

quantity demanded decreases

-A restriction on the number of people allowed to be medical doctors in the United States would most likely blank_______.

increase doctors’ fees

decrease the demand for doctors

decrease the demand for nurses

decrease the number of people who get sick

-Suppose the price of hamburgers rises, and you observe that as a result, the demand for hotdogs rises. This makes hotdogs and hamburgers blank_______.

normal goods

complements

substitutes

inferior goods

-March was unusually rainy and windy, leading more car owners to take their cars to the car wash. Prices at local car washes did not change. Economists might describe that change in consumer behavior this way?

The weather caused an increase in the demand for car washes.

The weather caused a shift in both the supply and demand for car washes.

The demand for car washes increased while the supply of car washes fell.

The weather caused an increase in the supply of car washes.

-Movement down along a demand curve could be caused by blank_______.

an increase in the price of a substitute good

a decrease in consumer incomes

an increase in consumer’s desire or taste for the good

a decrease in the price

-IfA and B are complements, an increase in the price of good A would blank_______.

lead to an increase in demand for B

have no effect on the quantity demanded of B

lead to a decrease in demand for B

lead to a decrease in supply for B

-A drought in the Midwest will raise the price of wheat because of a blank_______.

leftward shift in the demand curve

rightward shift in the supply curve

rightward shift in the demand curve

leftward shift in the supply curve

-For a steel factory, a decrease in the cost of electricity to the plant will cause the supply curve to blank_______.

become parallel to the price axis

shift to the left

shift to the right

become flatter

SECTION 3 ELASTICITY

-If, for a certain good, the percent change in the quantity demanded is less than the percent change in price that caused the changeblank_______.

we can say that the demand is elastic

we can say that the demand is inelastic

we can say that the demand is unit elastic

we can say that the demand is zero elastic

-The price elasticity of demand refers to the extent to which the quantity demanded changes as a result of a change inblank_______.

quantity demanded

quantity supplied

price

elasticity

-Suppose the demand is perfectly inelastic. The implication would be that the smallest change in price would result inblank________.

no change in quantity

a small change in quantity

no change in price

a small change in price

-For goods and services that have an inelastic demand, if price is increased, total revenueblank_______.

does not change

is not a function of price

decreases

increases

-Goods and services that are independent of each other have a cross elasticity of demand that is blank________.

negative

positive

0

positive infinity

-Goods and services that are perceived to be close substitutes have a cross elasticity of demand that isblank________.

negative

positive

0

positive infinity

-A perfectly elastic demand is a blank___________curve.

vertical

horizontal

negative

positive

-Income elasticity of demand is the extent to which the demand in quantity of goods responds to changes inblank________________.

price

real income

the resources

supply

-The cross-price elasticity between two products is estimated to be 2. If the price of the first product is increased by 8%, demand for the second product will blank_______.

increase by 8%

decrease by 4%

increase by 4%

increase by 16%

-Which of the following products is likely to have the most elastic demand?

Cigarettes

Coca Cola.

Life-saving medicine

Gasoline.

SECTION 4 PRODUCTION AND COST

-Which one of the following represents factors of production?

The output of a production function.

Productivity.

Efficiency.

Land, labor, capital, technology, and entrepreneurship.

-All these curves are U-shaped except blank_______.

average fixed cost curve

average variable cost curve

average total cost curve

marginal cost curve

-Economies of scale occurs when the average total cost of production blank_______ as output _______.

decreases; increases

decreases; decreases

remains constant; increases

increases; increases

-A legal entity, in its own right, that can be closely held (with few shareholders) or widely held (with hundreds of thousands of shareholders is calledblank________.

sole proprietorship

partnership

cooperative

corporation

-Typically, a production functionblank_________.

demonstrates the ability of a firm to produce various combinations of goods and services, utilizing all of its resources

represents a technical relationship between the factors of production and the output

gives us insights about the least cost method of producing a given level of output

shows production costs at any level of output

-Suppose the marginal product of labor is 8 and the marginal product of labor is 2. If the wage rate is $4 and the price of capital is $2, then in order to minimize costs the firm should use blank_______.

more labor and less capital

two times more capital than labor

three times more capital than labor

more capital and less labor

-Hedge Fun is a landscaping firm that specializes in topiary. Last year, the firm had 60 employees and served 120 customers. This year, it had 70 employees and served 140 customers. What is the marginal product of labor?

4

3

2

5

-Fred works 40 hours a week managing Fred’s Convenience Store, without drawing a salary. He could earn $600 a week doing the same work for Bob. Fred’s Convenience Store owes its bank $100,000, and Fred has invested $100,000 of his own money. If Fred’s accounting profits are $1,000 per week while the interest on his bank debt is $200 per week and savings account interest and loan interest are equal, his economic profits are blank_______.

$1000 per week

$400 per week

$200 per week

$0 per week

-To maximize profit, the firm should set output at the level where blank_______.

the average cost per unit is minimized

average revenue just equals average cost

marginal cost equals zero

marginal revenue is equal to marginal cost

-A firm should build an additional distribution center if blank_______.

the revenue generated from building the distribution center is big

the cost of building the distribution center is not too big

the marginal revenue of building the distribution center is larger than the marginal cost of building it

the revenue generated from building the distribution center is small

Persuasive Essay: Outline Worksheet

Name:

 

 

Topic 4: Persuasive Essay: Outline Worksheet

 

Review “How Do I Organize My Brainstorm into an Outline?” in “The Writing Process” Media piece. Link: http://lc.gcumedia.com/phi105/persuasive-writing-website/persuasive-writing-website-v1.1.html

 

References and Citation help: http://libguides.gcu.edu/CitingSources

 

 

Assignment Directions:

Use the Persuasive Essay Outline on the next page to outline your persuasive essay by completing the following:

1) Use the feedback you received from your instructor to revise your thesis statement.

a) Write your thesis as a complete sentence (as you would in your essay) in the “Thesis Sentence” section under the Introductory Paragraph heading in the outline below.

2) Create a topic sentence for each of the three paragraphs that comprise the body of your essay.

a) Record the topic sentences in each of the “Topic Sentence” sections under the “Support for Thesis” headings in the outline below.

b) Your topic sentences should be persuasive in nature and support your thesis.

3) Write at least three details for each topic sentence.

a) These details should provide support for the topic sentence.

b) Remember to include at least one in-text citation for each supporting paragraph.

c) Paraphrasing is preferred, use direct quotes minimally.

4) Write a concluding sentence under the “Conclusion” heading in the outline below.

a) Your concluding sentence should be your thesis restated in different words.

5) Make sure to complete reference portion of the outline.

 

 

 

Scroll Down

 

 

Persuasive Essay Outline

 

Introductory Paragraph:

Hook:

Background and contextual information:

Thesis Sentence:

 

 

 

 

Supporting paragraph 1 (Subtopic 1)

 

Persuasive Topic Sentence (include position and align with first subtopic):

 

 

Detail A:

 

 

Detail B:

 

 

Detail C:

 

 

Transitional sentence:

 

 

 

 

Supporting paragraph 2 (Subtopic 2)

 

 

Persuasive Topic Sentence (include position and align with second subtopic):

 

 

Detail A:

 

 

Detail B:

 

 

Detail C:

 

 

Transitional sentence:

 

 

 

Supporting paragraph 3 (Subtopic 3)

 

 

Persuasive Topic Sentence (include position and align with third subtopic):

 

 

Detail A:

 

 

Detail B:

 

 

Detail C:

 

 

Transitional Sentence:

 

 

 

Conclusion

Paraphrase thesis statement (restated in different words):

Summarize main points:

 

Final remarks:

 

 

References

(This will need to be at the top of a new page within essay draft)

Organize all references below into a reference list. Be sure the references are in alphabetical order based on the author’s last name, double-spaced. List should be formatted to have hanging indents by ½ an inch, with the first line left justified and all others indented using the paragraph formatting tool. See the APA Style Guide for help with formatting references and citations. Within the essay, this reference page will be on its own page at end of your essay. Please review the grading rubric prior to completing the outline assignment to ensure successful completion.

 

 

 

 

 

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Theory Of Human Learning And Development

EDUC 504

Final Paper Assignment Instructions

Overview

This assignment will allow you to create your own customized theory of human learning and development. Everyone operates with a theory of what makes the best learning environment and how people grow and develop. The problem is that most education professionals’ theories are neither well-informed nor clearly articulated. Thus, for this paper, you will articulate your theory of how to establish the best learning environment. You will support it by using theoretical perspectives of what defines the best in education from a Christian perspective. Your completed paper will give you a conceptual framework from which to draw strategies and practices for the success of all parties involved in the teaching-learning process.

 

Instructions

The paper must be a total of 7 pages: 5 pages for the body, 1 title page, and 1 reference page. It must include at least 6 scholarly sources from the Jerry Falwell Library, plus both textbooks (Slavin and Gutek). All sources must be published within the past 5 years. Points will not be deducted if the number of sources you use exceeds the minimum requirement.

Throughout your paper, you must also weave a solid biblical basis for your theory that is supported by specific scriptures referenced by chapter and verse. Your Final Paper must be concise, well-developed, and follow current APA format.

You may find it useful to focus on the educational area in which you intend to serve (elementary, middle, high school, gifted, ADHD, special education, etc.).

Throughout this paper, it is essential that you demonstrate your understanding of the readings and course work. Your learning theory must be unified and congruent. Organize your paper using the following headings:

1) Introduction

2) Learning Theory and Its Importance

3) Description of an Effective Teacher

4) Description of an Effective Learning Environment (Include discussions of direct instruction, technology, motivation, classroom management.)

5) Actively Including and Engaging Learners with Diverse Needs and Exceptionalities

6) Addressing Behavior and Character Development

7) Engaging Students in Learning, Building Self-Efficacy and Motivation

8) Personal Reflections/Conclusion

Throughout your paper, be sure to include principles of the developmental learning theories (i.e., Piaget, Kohlberg, Vvgotsky, Erickson, Bandura, etc.) studied in this course, as they relate to your educational area and population. Incorporate specific theoretical terminology that demonstrates your understanding of each of the theories. Then, support your customized learning theory from both a developmental and biblical perspective throughout your paper. You will find valuable information for each of these sections in your course textbooks.

Please submit this assignment in Canvas and in LiveText.

Drafting Essential Questions

When students are learning mathematical operations and skills, the concepts and skills will build upon each other. It is important for teachers to plan meaningful learning progressions in their lessons to help with this learning process. Higher-order questioning within a lesson plan can help ensure skill mastery before the next learning concept is introduced.

Part 1: Partial Lesson Plan

Select a 1-5 grade level and a corresponding Arizona College and Career Ready Standard or other state standard based on the Number and Operations in Base Ten domain.

Using the “COE Lesson Plan Template,” complete the lesson plan through the Multiple Means of Engagement section, making sure the activities are supported by the recommendations found in the topic materials.

Include appropriate support and guidance to help students learn related academic language.

Part 2: DOK Essential Questions

Upon completion of the partial lesson plan, draft 20 essential questions to guide meaningful learning progressions and foster problem-solving for students with disabilities, using the “DOK Questions Template.” Five of the questions should activate prior knowledge and the remaining 15 questions should be based on the progression of the lesson activity, probing the four Depth of Knowledge (DOK) levels.

Using four of the questions you drafted, one from each DOK level, identify the following using the DOK Questions Table within the “DOK Questions Template”:

  • Examples of student responses
  • Rationale of why chosen question meets DOK level

APA format is not required, but solid academic writing is expected.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.

AttachmentsT2-DOKQuestionsTable.docx

GCU College of Education

LESSON PLAN TEMPLATE

 

Section 1: Lesson Preparation

Teacher Candidate Name:

 

 

 
Grade Level:

 

 

 

Date:

 

 
Unit/Subject:

 

 
Instructional Plan Title:  

 

Lesson Summary and Focus: In 2-3 sentences, summarize the lesson, identifying the central focus based on the content and skills you are teaching.

 

Classroom and Student Factors/Grouping: Describe the important classroom factors (demographics and environment) and student factors (IEPs, 504s, ELLs, students with behavior concerns, gifted learners), and the effect of those factors on planning, teaching, and assessing students to facilitate learning for all students. This should be limited to 2-3 sentences and the information should inform the differentiation components of the lesson.

 

 

 

 

National/State Learning Standards: Review national and state standards to become familiar with the standards you will be working with in the classroom environment.

Your goal in this section is to identify the standards that are the focus of the lesson being presented. Standards must address learning initiatives from one or more content areas, as well as align with the lesson’s learning targets/objectives and assessments.

Include the standards with the performance indicators and the standard language in its entirety.

 

 

 

 

 

 

Specific Learning Target(s)/Objectives: Learning objectives are designed to identify what the teacher intends to measure in learning. These must be aligned with the standards. When creating objectives, a learner must consider the following:

· Who is the audience

· What action verb will be measured during instruction/assessment

· What tools or conditions are being used to meet the learning

 

What is being assessed in the lesson must align directly to the objective created. This should not be a summary of the lesson, but a measurable statement demonstrating what the student will be assessed on at the completion of the lesson. For instance, “understand” is not measureable, but “describe” and “identify” are.

For example:

Given an unlabeled map outlining the 50 states, students will accurately label all state names.

 

 

Academic Language In this section, include a bulleted list of the general academic vocabulary and content-specific vocabulary you need to teach. In a few sentences, describe how you will teach students those terms in the lesson.

 

 

 

 

 

 

 

 

Resources, Materials, Equipment, and Technology: List all resources, materials, equipment, and technology you and the students will use during the lesson. As required by your instructor, add or attach copies of ALL printed and online materials at the end of this template. Include links needed for online resources.

 

 

 

 

 

 

 

 

 

 

Section 2: Instructional Planning

Anticipatory Set

Your goal in this section is to open the lesson by activating students’ prior knowledge, linking previous learning with what they will be learning in this lesson and gaining student interest for the lesson. Consider various learning preferences (movement, music, visuals) as a tool to engage interest and motivate learners for the lesson.

In a bulleted list, describe the materials and activities you will use to open the lesson. Bold any materials you will need to prepare for the lesson.

 

For example:

· I will use a visual of the planet Earth and ask students to describe what Earth looks like.

· I will record their ideas on the white board and ask more questions about the amount of water they think is on planet Earth and where the water is located.

 

Time Needed
Multiple Means of Representation

Learners perceive and comprehend information differently. Your goal in this section is to explain how you would present content in various ways to meet the needs of different learners. For example, you may present the material using guided notes, graphic organizers, video or other visual media, annotation tools, anchor charts, hands-on manipulatives, adaptive technologies, etc.

In a bulleted list, describe the materials you will use to differentiate instruction and how you will use these materials throughout the lesson to support learning. Bold any materials you will need to prepare for the lesson.

 

For example:

· I will use a Venn diagram graphic organizer to teach students how to compare and contrast the two main characters in the read-aloud story.

· I will model one example on the white board before allowing students to work on the Venn diagram graphic organizer with their elbow partner.

 

 

 

 

 

 

 

 

 

 

 

Explain how you will differentiate materials for each of the following groups:

 

· English language learners (ELL):

 

 

 

· Students with special needs:

 

 

 

· Students with gifted abilities:

 

 

 

· Early finishers (those students who finish early and may need additional resources/support):

 

 

 

 

Time Needed
Multiple Means of Engagement

Your goal for this section is to outline how you will engage students in interacting with the content and academic language. How will students explore, practice, and apply the content? For example, you may engage students through collaborative group work, Kagan cooperative learning structures, hands-on activities, structured discussions, reading and writing activities, experiments, problem solving, etc.

In a bulleted list, describe the activities you will engage students in to allow them to explore, practice, and apply the content and academic language. Bold any activities you will use in the lesson. Also, include formative questioning strategies and higher order thinking questions you might pose.

 

For example:

· I will use a matching card activity where students will need to find a partner with a card that has an answer that matches their number sentence.

· I will model one example of solving a number sentence on the white board before having students search for the matching card.

· I will then have the partner who has the number sentence explain to their partner how they got the answer.

 

 

 

 

 

 

 

 

Explain how you will differentiate activities for each of the following groups:

· English language learners (ELL):

 

 

 

· Students with special needs:

 

 

 

· Students with gifted abilities:

 

 

 

· Early finishers (those students who finish early and may need additional resources/support):

 

 

 

 

Time Needed
Multiple Means of Expression

Learners differ in the ways they navigate a learning environment and express what they know. Your goal in this section is to explain the various ways in which your students will demonstrate what they have learned. Explain how you will provide alternative means for response, selection, and composition to accommodate all learners. Will you tier any of these products? Will you offer students choices to demonstrate mastery? This section is essentially differentiated assessment.

In a bulleted list, explain the options you will provide for your students to express their knowledge about the topic. For example, students may demonstrate their knowledge in more summative ways through a short answer or multiple-choice test, multimedia presentation, video, speech to text, website, written sentence, paragraph, essay, poster, portfolio, hands-on project, experiment, reflection, blog post, or skit. Bold the names of any summative assessments.

Students may also demonstrate their knowledge in ways that are more formative. For example, students may take part in thumbs up-thumbs middle-thumbs down, a short essay or drawing, an entrance slip or exit ticket, mini-whiteboard answers, fist to five, electronic quiz games, running records, four corners, or hand raising. Underline the names of any formative assessments.

For example:

Students will complete a one-paragraph reflection on the in-class simulation they experienced. They will be expected to write the reflection using complete sentences, proper capitalization and punctuation, and utilize an example from the simulation to demonstrate their understanding. Students will also take part in formative assessments throughout the lesson, such as thumbs up-thumbs middle-thumbs down and pair-share discussions, where you will determine if you need to re-teach or re-direct learning.

 

 

 

 

 

 

 

 

Explain how you will differentiate assessments for each of the following groups:

· English language learners (ELL):

 

 

 

 

· Students with special needs:

 

 

 

· Students with gifted abilities:

 

 

 

· Early finishers (those students who finish early and may need additional resources/support):

 

 

 

 

Time Needed
   
Extension Activity and/or Homework

Identify and describe any extension activities or homework tasks as appropriate. Explain how the extension activity or homework assignment supports the learning targets/objectives. As required by your instructor, attach any copies of homework at the end of this template.

 

 

 

 

 

 

Time Needed

 

 

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