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Chicago Exam Questions Problem Sets

Chicago. Problems and exam. Income and Employment Theory. Friedman, 1966-67

 

In an earlier post we saw that Milton Friedman resisted the move to relabel the Chicago courses in (aggregate) income and employment theory “macroeconomics”. Below we have the take-home problem sets for 1966 and 1967 together with the final examination questions for the 1966 version of the course transcribed from copies in Friedman’s papers at the Hoover Institution Archives.

Pro-tip: Incomplete transcripts of his taped lectures for the course are filed at the Hoover Archives along with the material posted here. These await the caring editorial hand of some (other) historian of economics.

_______________

ECONOMICS 332
Winter, 1966
Problems for Reading Period

(Due at Final Exam, Monday, March 14, 1966, 1:30 P.M.)

  1. In an economy using fiduciary money, it costs nothing to create additional cash balances. Hence, it is desirable to encourage wealth-holders to hold additional cash balances so long as they get any additional non-pecuniary return from them. One way to do so is through a deliberate policy of announced deflation.
  2. For individuals, additions to cash balances are a substitute for real saving in the form of direct investment or loans to finance direct investment; hence, the larger the additions to cash balances, the lower will tend to be the volume of real capital formation. Since economic growth depends on the volume of real capital formation, it is desirable to discourage the hoarding of cash. One way to do so is through a deliberate policy of announced inflation.
    Both statements offer plausible, yet they lead to precisely opposite policy conclusions. Can you reconcile them? If not, which, in your opinion, is in error? What is the source of the mistake?

*  *  *  *  *  *  *  *  *  *  *

Milton Friedman

ECONOMICS 332
Final Examination. Winter, 1966
March 14, 1966

[25 Points]

  1. Indicate in each box whether the change in the indicated variable would, under the specified conditions, tend to be an increase (+), decrease (-), no change (0), or is uncertain (?). In each case, of course, assume other relevant variables unchanged.
    Make usual assumptions about behavior functions.

Assumed change

Underemployment
Rigid Wages

Full Employment
Flexible Wages
Employ-
ment
Interest
rate
Real
stock
of
money
Con-sump-tion Price level Interest rate Real stock of money

Consump-tion

(1) Rise in tariff
(2) Increase in government taxes, no change in government expenditures
(3) Reduction in legal reserve requirements of member banks
(4) Discovery of vast oilfields
(5) Substitution of tax on land values for tax on wages, no change in revenue
(6) Emergence of widespread fear of civil disturbances

 

[30 Points]

  1. An earthquake destroys half the physical capital in a country but miraculously there is negligible loss of life. The earthquake was most unusual, was unexpected and no one expects a repetition.
    1. Show graphically the effect on (1) the stock demand and supply for capital; (2) the flow demand and supply curves.
    2. Assuming flexible prices and full employment throughout, what, if anything, can you say about the initial effects on (1) rental rate on capital goods; (2) sales price of capital goods; (3) interest rate [i.e., ratio of (1) to (2)]; (4) real wage rate; (5) fraction of income consumed; (6) absolute level of investment.
    3. What about ultimate effects on these variables?
    4. Assuming initially rigid wages and underemployment, what, if anything, can you say about initial effects on items listed in (b)?

[15 Points]

  1. “The relation between the volume of economic activity and the price level is not simple. As a first approximation, the classical law of supply and demand leads one to expect that the change in the price level will depend mainly on the size of the gap between capacity and actual output” 1966 Annual Report, Council of Economic Advisers, pp. 63-64.
    “Money prices, as opposed to relative prices, can never be governed by the conditions of the commodity market itself (or of the production of goods)” K. Wicksell, Interest and Prices (1898), p. 24.
    In your opinion, does this shift in economic theory over the past 68 years reflect progress or retrogression? Justify your answer.

[15 Points]

  1. Consider a hypothetical economy in which initially, government expenditures (G) are 100, private investment (I) is 50, and private consumption (C) is 350, so that national product (Y) is 100 + 50 + 350 = 500, and tax receipts (T) are 90. Assume that G and T are both reduced by 10 to 90 and 80 respectively, and that wage rates are rigid.
    1. If you neglect any effects on the rate of interest, what would be the resulting values of C, I, and Y? Prove your answer in general by a simple algebraic analysis.
    2. Would you expect any effects on the interest rate if nominal quantity of money is constant? If so, what effect? How would this in turn affect I, C, and Y? Give hypothetical numbers that might correspond to final outcome.
      Again, prove your answer.
    3. What additional complications, if any, are relevant in generalizing these effects of a balanced budget change to actual circumstances?

[15 Points]

  1. Discuss the “real balance effect,” indicating what you think to be its meaning, and what role it has played in discussions of the possibility of under-employment equilibrium. In the course of your answer indicate what economists have been the main contributors to the discussion and what their specific contributions have been.

*  *  *  *  *  *  *  *  *  *  *

Milton Friedman
Spring Quarter, 1967
Economics 332

ECONOMICS 332
Problem for Reading Period
Due at Final Exam, Wed., June 7, 1967
(Maximum length = 1,000 words)

MONETARY vs. FISCAL POLICY

Define fiscal policy as deliberate changes in the government tax structure or expenditure structure for a given behavior of the quantity of money; monetary policy as a change in the rate of change of the quantity of money for a given tax and expenditure structure.

  1. Using the standard income-expenditure model, and assuming prices are rigid, analyze the effect on real income and interest rates of an increase in taxes which would raise the full-employment surplus (or lower the full-employment deficit) by X billion dollars. Specify the parameters on which the result depends and indicate limiting cases.
  2. Using the same model, indicate how to determine the change in monetary policy that would have the same effect on real income. How would other effects of the two policies differ?
  3. The standard model is in terms of comparative statics, so (1) and (2) would be analyzed in terms of a comparison of two alternative positions at a single date. In addition, the only stock variable in the standard model is the quantity of money. Modify the analysis in (1) in both respects. That is, indicate the time path of adjustment you might expect and why, taking into account any effects on such stock variables as total holdings of government and private securities.
  4. Similarly, analyze the time path of the effect of a decline in the rate of monetary growth by, say, X percentage points, again allowing for effect on stocks.

Source: The Hoover Institution Archives. Papers of Milton Friedman, Box 77, Folder “University of Chicago, Econ. 331 [sic]”.

Image Source: Milton Friedman at Pepperdine University in 1977.

 

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M.I.T. Principles of Macroeconomics. Slides, problems sets, exams. Krugman, 1998

 

One might think that putting together robust links to economics course materials found in the internet archive, Wayback Machine, would be relatively straightforward, and sometimes it is. But most of us are inconsistent with the use of folders and sometimes pages get updated by other people so that traditional archival persistence is generally required to find missing pieces to the historical puzzle. In any event, today’s post manages to pack links to course content for a principles of macroeconomics course taught at M.I.T. exactly two decades ago by Paul Krugman.

I remember that semester well, because immediately after Paul Krugman finished his teaching obligations at M.I.T. for that fall term, he came to Berlin to receive an honorary doctorate from Freie Universität Berlin. The audio recording to his lecture “The return of demand-side economics” can still be heard (beginning around minute 2:00) at a webpage maintained by the John-F.-Kennedy Institute for North American Studies of Freie Universität.

_________________

14.02 Principles of Macroeconomics
Fall 1998
Professor Paul Krugman

Course Syllabus

Text: Olivier Blanchard, Macroeconomics.

Schedule (with links to lecture slides and exams)

Note: the lecture slides may differ slightly from those presented in class.

September 14 — Chapter 2: Preliminary Concepts

Slides: Tracking the Macroeconomy: Five Key Aggregates

September 16 — Chapter 3 & 4: The Goods Market (lecture by Roberto Rigobón)

September 21 — Chapter 5: Financial Markets

Slides: Review. Multiplier Analysis

Handout by Adam B. Ashcroft on bond yields about here

September 23 — Chapter 5: More on Financial Markets

Slides: The Federal Reserve and the Money Supply

September 28 — Chapter 6: IS-LM

Slides: The IS-LM Model

September 30 — Chapter 7: Expectations

Slides: Expectations and Macroeconomics

October 5 — Chapter 8: Expectations, Consumption, and Investment

Slides: Consumer Behavior–Not that simple

October 7 — Banks and the Banking System

Slides: Banking and the Financial System

October 8
Exam 1

Exam #1 Questions
Solutions

October 13 — Chapter 9: Expectations and Financial Markets

Slides: (missing)

October 14 — Chapter 10: Expectations and Policy

Slides: Expectations and Macroeconomic Policy 

October 19 — Chapter 11: Introduction to the Open Economy

Slides: The Open Economy

October 21 — Chapter 12: The Open Economy Goods Market

Slides: Macroeconomics in the Open Economy

October 26 — Chapter 13: Interest Rates and Exchange Rates

Slides: What Determines Exchange Rates

Handout on exchange rates about here.

October 28 — Chapter 13: Exchange Rate Regimes

Slides: Fixed Exchange Rates

November 2 — Chapter 14: Expectations, Crises, and General Mayheim

Slides: (missing)

November 4 — Chapter 15: The Labor Market

Slides: Why Study the Labor Market?

November 5
Exam 2

Exam #2 review
Exam #2 questions
Solutions

November 9 — Chapter 16: General Equilibrium

Slides: Putting It All Together–AS-AD

November 16 — Chapter 17: The Phillips Curve

Slides: From Aggregate Supply to the Phillips Curve

November 18 — Chapter 18: Disinflation

Slides: Long-run Unemployment-Inflation Dynamics [note: “?” for the greek letter pi, i.e. rate of inflation]

November 23 — Chapter 19 & 21: Seigniorage and Devaluation

Slides: Inflation, Interest Rates, and Hyperinflation

November 25 — Chapter 22 & 23: Long-run Growth

Slides: Economic Growth

November 30 — Chapter 24: Technical Progress

Slides: Savings, Investment, and Growth

Handout on growth about here.

December 2 — Chapter 20: Great Depression and European Unemployment

Slides: High Unemployment and Growth Slowdowns 

December 7 — Zuckerman & Krugman Foreign Affairs articles (lecture by Roberto Rigobón)

[Paul Krugman, Debate: America the Boastful, and Mortimer B. Zuckerman, Debate: A Second American Century,  Foreign Affairs (May/June 1998)]

December 9 — Course Review

Slide: Overview Graphic [Note: graphic cut-off on right hand side]

Final Examination (December, 2018)

Final Exam Review
Pablo Garcia’s Review
Final Exam Questions 

 

Problem Sets

Set Number Assigned Due Returned
1 9-11 9-18 9-21
2 9-18 9-25 9-28
3 9-25 10-2 10-5
4 10-9 10-16 10-19
5 10-16 10-23 10-26
6 10-23 10-30 11-2
7 11-6 11-13 11-16
8 11-13 11-20 11-23
9 11-20 12-4 12-7

 

Problem Set 1
Solutions

Problem Set 2
Solutions

Problem Set 3
Solutions (missing)

Optional Problem Set 1
Solutions

Problem Set 4
Solutions

Problem Set 5
Solutions

Problem Set 6
Solutions

Problem Set 7
Solutions

Optional Set 2
Solutions

Problem Set 8
Solutions

Problem Set 9
Solutions

Optional Set 3
Solutions

 

Image: Photograph taken in December 1998 at Cecilienhof, Potsdam (Germany). Irwin Collier and Paul Krugman.

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Exam Questions M.I.T. Problem Sets Syllabus Undergraduate

M.I.T. Principles of Microeconomics, course materials. 1994-2005

 

Today’s post takes Economics in the Rear-view Mirror on a short journey to the very recent past.  Instead of transcribing archival material and publications from the period 1870-1970, I thought I would see what trawling the 341 billion web pages in the internet archive, Wayback Machine, might yield us.

On Christmas eve of 1996 Wayback Machine first captured webpages for the principles of microeconomics course taught to undergraduates at M.I.T. (14.01). Below you will find links to the archived lecture plans, problem sets and questions/answers for midterm and final examinations that I have been able to find. Spoiler alert: there are gaps in this archival record, but still one finds plenty of useful items, now more conveniently ordered. 

But first I share a few paragraphs from my paper “Syllabi and Examinations” that suggest the method in my madness. 

 

_________________

On the virtual informational frontier in the history of economics

…historians of recent economics are facing information-engineering challenges of learning to harness the power from the enormous current of weblog postings, tweets, working papers, media transcripts and exploding data bases to study the processes of scientific innovation and diffusion.  The pedagogy of walk-talk-and-chalk has almost become relegated to the stuff of legend, and successive waves of duplication technologies have been forced to yield to the “pdf-ing” of lecture notes, syllabi, spreadsheets, and problem sets. Video and audio recordings of lectures, panel discussions, and interviews also contribute to a genuine curse of dimensionality confronting historians of contemporary economics.

Now we can imagine a virtual divide in our informational past that marks a frontier between the methodological problems associated with the relative scarcity of written artifacts relevant for the study of the earlier evolution of the education and training of economists and the current problems of judiciously sampling from an ever expanding big data universe.  But whether as historians we are working one side of this frontier or the other, it makes great sense to embed our specific empirical concerns within a common framework, assuming a great arc of continuity (nobody said smooth!) that connects 1918 with, say, 2018 with respect to the scope and methods of economics. Without a common framework, our respective narratives would resemble tunnel building from opposite sides of a mountain with the most likely result being two noncommunicating parallel tunnels in the end. Does anyone really think there is a parallel Harvard, Chicago, Columbia, Wisconsin, Michigan universe? Of course not, we really did get here from there.

 

Source:  Irwin L. Collier. Syllabi and Examinations in History of Political Economy, Vol. 50, No. 3 (September 2018), pp. 587-595.

_________________

MIT 14.01
PRINCIPLES OF MICROCONOMICS

Spring 1994
Professor Jeffrey Harris

Final Exam and Alternate Final Exam (questions)

Fall 1994
Professor Franklin Fisher

Midterm Exam 1 (questions and answers)

Final Exam & Alternate Final Exam (questions)

Spring 1995
Professor Jeffrey Harris

Problem Sets with Solutions

Midterm Exam 1 (questions and answers)

Midterm Exam 2 (questions and answers)

Final and Conflict Final Exams (questions)

Fall 1995
Professor Franklin Fisher

Problem Sets with Solutions

Midterm Exam 1 (questions and answers)

Final and Alternate Final Exams (questions)

Spring 1996
Professor Jeffrey Harris

Problem Sets with Solutions

Midterm Exam 1 (questions and answers)

Midterm Exam 2 (questions and answers)

Final and Conflict Exam (questions)

Fall 1996
Professor Jeffrey Harris

Textbook:  Earl L. Grinols, Microeconomics (Boston: Houghton-Mifflin, 1994). “The textbook differs from that assigned in recent past semesters.”

Course home page

Syllabus

Additional Course Information

Schedule

Problem sets and Solutions

Midterm 1 (with answers)

Midterm 2 (questions and answers)

Midterm 2, alternate (questions and answers)

Final and Conflict Exams (questions)

Spring 1997

No Wayback Machine captures found…yet!

Fall 1997
Professor Jeffrey Harris

Probable Textbook: Earl L. Grinols, Microeconomics (Boston: Houghton-Mifflin, 1994).

Course home page

[For some reason all the links go back to Fall 1996]

Spring 1998

No Wayback Machine captures found…yet!

Fall 1998
Professor Jeffrey Harris

Textbook: Earl L. Grinols, Microeconomics (Boston: Houghton-Mifflin, 1994).

Course home page

Syllabus

Schedule

Spring 1999
Professor Jonathan Gruber

Textbook: Jeffrey M. Perloff, Microeconomics (Addison Wesley Longman, 1999).

Course home page

Syllabus

Fall 1999
Professor Jeffrey Harris

Textbook: Jeffrey M. Perloff, Microeconomics (Addison Wesley Longman, 1999).

Syllabus

Spring 2000
Professor Jonathan Gruber

Textbook: Jeffrey M. Perloff, Microeconomics (Addison Wesley Longman, 1999).

Syllabus

Schedule

Fall 2000
Professor Jonathan Gruber

Textbook: Perloff, Jeffrey M. Microeconomics. 1st Edition. Addison-Wesley.

Course home page

Syllabus

Schedule

Spring 2001
Professor Christopher Snyder

Textbook: Pindyck and Rubinfeld, Microeconomics, 5th ed.

Course home page

Syllabus

Schedule

Fall 2001
Professor Jeffrey Harris

Textbook: Pindyck & Rubinfeld, Microeconomics, 5th Edition (Prentice Hall, 2001).

Course home page

Syllabus

Schedule

Midterm 1 with answers

Spring 2002
Professor Paul Joskow

Textbook: Pindyck & Rubinfeld, Microeconomics, 5th Edition (Prentice Hall, 2001).

Course home page

Syllabus

Schedule

Fall 2002
Professor Jonathan Gruber

Textbook: Jeff Perloff, Microeconomics, 2nd Edition (Addison Wesley Longman, 2001).

Course home page

Syllabus

Schedule

Midterm 1 with answers

Spring 2003
Professor Paul Joskow

Textbook: Pindyck and Rubinfeld, Microeconomics, 5th Edition.

Course home page

Syllabus

Schedule

Fall 2003
Professor Jonathan Gruber

Textbook: Jeffrey M. Perloff, Microeconomics, 3rd Edition.

Course home page

Syllabus

Schedule

Midterm 1 (Solutions)

Midterm 2 (Solutions)

Spring 2004
Professor Paul Joskow

Textbook: Pindyck and Rubinfeld, Microeconomics, 5th Edition.

Course home page

Syllabus

Schedule

Fall 2004
Professor Jonathan Gruber

Textbook: Jeffrey M. Perloff , Microeconomics, 3rd Edition.

Course home page

Syllabus

Midterm 1 (questions)

Spring 2005
Professor Jeffrey Harris

Textbook: Microeconomics, Robert S. Pindyck, Daniel L. Rubinfield, Prentice Hall, June 30, 2004 (6th edition).

Course home page and syllabus

Schedule

 

Image:  Mr. Peabody (dog) and Sherman (boy) activating the original WABAC Machine.

Categories
Chicago Exam Questions Problem Sets Suggested Reading Syllabus

Chicago. Price Theory. Reading Assignments, Problems, Exam. Friedman, 1951-52

 

According to the class roll kept by Milton Friedman, we know that Gary Becker attended his graduate price theory course Economics 300A in the Autumn quarter of 1951 (presumably Becker then took 300B during the Winter quarter of 1952, but I could not find that quarter’s roll in Friedman’s papers). This post even has Friedman’s partial answer key for the True/False/Uncertain questions for Economics 300B!

The reading assignments for the two-quarter core price theory sequence taught by Milton Friedman in 1948 , and in 1958 have been posted earlier (1946 300A only).  This post gives the reading assignments with open and gated links where available (some of the papers are only available at the gated jstor.org). These can be compared to the readings for the price theory course Friedman taught at Columbia in 1939-40. 

I have put in boldface the 1951 additions to make a comparison with the 1948 version easier. Worth noting: an asterisk designates optional and not required reading.

Only one item was dropped from the 1948 reading list:

Meyers, A. L. Elements of Modern Economics, ch 5, 7, 8, 9.

The October 1951 version of the Reading Assignments for Economics 300A and B was published as an appendix to J. Daniel Hammond’s “The development of post-war Chicago price theory” in The Elgar Companion to Chicago School Economics, edited by Ross  B. Emmett, pp. 7-24. This Hammond article offers much context and is very much worth consulting.

______________________________

October, 1951

Economics 300A and B
Reading Assignments by M. Friedman

(Notes:

  1. It is assumed students are familiar with material equivalent to that contained in George Stigler,  The Theory of Price. [Revised edition, 1952] or Kenneth Boulding, Economic Analysis [Third edition, 1955].
  2. Readings marked with asterisk (*) are recommended, not required.)

Knight, F. H., The Economic Organization, esp. pp. 1-37. HB172.K73.
Keynes, J. N., The Scope and Method of Political Economy, ch. I and II, pp. 1-83. HB171.K45.
Hayek, F. A., “The Use of Knowledge in Society,” American Economic Review, Sept., 1945; Reprinted in Individualism and Economic Order. HB1.A6.

Marshall, Alfred, Principles of Economics, Bk III, ch 2, 3, 4; Bk V, ch 1,2. HB171.M36.
Friedman, Milton, “The Marshallian Demand Curve,” Journal of Political Economy, December 1949. YF6.
Schultz, Henry, The Meaning of Statistical Demand Curves, pp. 1-10. HB201.S398.
Working, E. J. “What do Statistical ‘Demand Curves’ Show?” Quarterly Journal of Economics, XLI (1927), pp. 212-27. HB1.Q3.
Knight, F. H. Risk, Uncertainty, and Profit, ch 3. HB601.K7. 1940.
*Lange, O., “On the Determinateness of the Utility Function”, Review of Economic Studies, Vol I (1933-34), pp. 218 ff. HB1.R45.
*Allen, R.G.D.,The Nature of Indifference Curves, Ibid, pp 110 ff. HB1.R45.
Hicks, J. R., Value and Capital, Part I (pp 11-52). HB171.H64.
*Wallis, W. A., and Friedman, Milton, The Empirical Derivation of Indifference Functions, in Lange et al, Studies in Mathematical Economics and Econometrics. HB99.C5.
*Friedman, Milton and Savage, L. J., The Utility Analysis of Choices Involving Risk,Journal of Political Economy LVI (August 1948) pp. 279-304. HB1.J7.

 

Marshall, Book V, ch 3, 4, 5, 12, Appendix H. HB171.M36.
Robinson, Joan, Economics of Imperfect Competition, ch 2. HB201.R65.
Clark, J. M., The Economics of Overhead Costs, ch 9. HB195.C62.
Viner, Jacob, Cost Curves and Supply Curves, Zeitschrift fuer Nationaloekonomie, Bd III (Sept, 1931), pp 23-46. H5.Z55.
Friedman, Milton, “The Relationships Between Supply Curves and Cost Curves,” (dittoed) YF9.
Chamberlin, Edward, The Theory of Monopolistic Competition, ch 3, sec. 1, 4, 5, 6; ch 5. HB201.C44.
Harrod, R. F. Doctrines of Imperfect Competition, Quarterly Journal of Economics, May 1934, sec. 1, pp. 442-61. HB1.Q3.
Stigler, G. J., “Monopolistic Competition in Retrospect,” Lecture 2 in Five Lectures on Economic Problems. HB171.S82.
*Triffin, Robert, Monopolistic Competition and General Equilibrium Theory, esp. Part II. HD41.T8 and H31.H33, v. 67.
*Robinson, E. A. G., The Structure of Competitive Industry. H045.R732.
*___________________, Monopoly. H041.R65.
*Plant, Arnold, The Economic Theory Concerning Patents for Inventions,” Economica, Feb, 1934. HB1.E42.
*Dennison, S. R., “The Problem of Bigness,” Cambridge Journal, Nov. 1947. Y03.

 

Marshall, Book IV, ch 1, 2, 3; Bk V, ch 6. HB171.M36.
Clark, J. B., The Distribution of Wealth, Preface, ch 1, 7, 8, 11, 12, 13, 23.
Mill, John Stuart, Principles of Political Economy, Book II, ch 14. HB171.M667.
Hicks, J. R., The Theory of Wages, ch 1-6. HD4909.H63.
Smith, Adam, The Wealth of Nations, Bk I, ch 10. HB161.S652.
Marshall, Bk VI, ch 1-5. HB171.M36.
Friedman, Milton, and Kuznets, Simon, Income from Independent Professional Practice, Preface, pp. v to x; ch 3, Sec 3, pp. 81-95, ch 4, Sect 2, pp. 118-137, App, Sec 1 & 3, pp. 142-151, 155-61. HD4965.U5F8.
Knight, F. H. “Interest” in Encyclopaedia of the Social Sciences, also in Ethics of Competition. H04965.U5F8.
Keynes, J. M. The General Theory of Employment, Interest, and Money, ch 11-14. HB171.K46.
Weston, J.F., “A Generalized Uncertainty Theory of Profit,” American Economic Review, March, 1950, pp. 40-60. HB.A6.

 

Cassell, Gustav, Fundamental Thoughts in Economics, ch. 1, 2,3. Ch. 1, 2, 3. HB 179.C283.
_________________, The Theory of Social Economy, ch 4. HB179.C283.
J. R. Hicks, Mr. Keynes and the ‘Classics’; A Suggested Interpretation”, Econometrica, vol 5, April 1937, pp. 147-159. HB1.E23, v. 5.
Franco Modigliani, Liquidity Preference and the Theory of Interest and Money,” Econometrica, vol 12, No. 1 (Jan 1944) esp. Part I, sec. 1 through 9, sec 11 through 17, Part II, sec 21. HB1.E23, v.12.
A. C. Pigou,The Classical Stationary State, Economic Journal, vol 53, December, 1943, pp. 343-51. HB1.E3, v. 53.
____________, Economic Progress in a Stable Environment,” Economica, 1947, pp. 180-90.HB1.E42, v. 14.
Patinkin, Don, “Price Flexibility and Full Employment,” American Economic Review, XXXVIII, 4, Sept. 1948, pp. 543-64. YP6.

 

Source: Hoover Institution Archive, Milton Friedman Papers, Box 77, Folder 1 “University of Chicago, Economics 300 A & B”.

___________________

Economics 300A
Autumn, 1951
PROBLEMS FOR READING PERIOD

  1. In an anti-trust case against the Aluminum Company of America, Judge Learned Hand argued that the Aluminum Company could be regarded as having essentially a complete monopoly on aluminum despite the existence of a highly competitive market in secondary or reclaimed aluminum (made from scrap) accounting for about one-third of the total aluminum used for fabrication. He justified this conclusion on the grounds that all secondary aluminum derives ultimately from primary aluminum produced earlier and hence that the Aluminum Company through its control of the output of primary aluminum indirectly controlled the quantity of scrap available.

            Evaluate the economic validity of this argument. To simplify your analysis assume that a single firm, say the Aluminum Company of America, has a complete monopoly of primary aluminum; that aluminum for fabrication comes from primary aluminum and secondary aluminum; and that primary and secondary aluminum are perfect substitutes. Indicate in detail how to determine the optimum price for the Aluminum Company to charge and the optimum output for it to produce if (a) the secondary aluminum is refined and sold by a large number of firms under competitive conditions; (b) it has a complete monopoly of secondary aluminum as well.

            Hand’s conclusion presumably is that the price of aluminum would be the same in cases (a) and (b). Is he correct? If not, would it be higher in case (b) than in case (a)? Lower?

 

  1. It is widely argued that entrepreneurs engaged in a number of different activities somehow have a “competitive advantage” over entrepreneurs engaged only in one even if no technical economies are achieved by combining the activities. This general argument and the supposed advantage take many different forms: sometimes it is that one activity provides a “guaranteed” market for another activity; sometimes that one activity provides financing or capital for another; sometimes that a monopoly in one line confers an advantage in another. A recent example of this reasoning is contained in a report by The Chicago Daily news financial columnist on November 20, 1951 that Sears-Roebuck had completed an arrangement with Kaiser-Frazer to market an automobile under the name of “Allstate.” The columnist commented “also there is the Allstate Insurance Company, a wholly owned subsidiary, which would benefit heavily through liability and other policies written in connection with the sales of an Allstate automobile….Some of the gossip around Detroit has been to the effect that the Allstate would have Sears batteries and tires and certain other Sears accessories as original equipment—which would mean more business for these departments of the company.”

(a) The key question is, of course, whether the financial incentive to Sears to market an automobile is greater because it owns the subsidiary companies than it would be if it did not own them. You will find it helpful in answering this question to consider first two intermediate questions: (b) Given that Sears does own the subsidiary companies and that it is going to market an automobile under its name, is it in its own interests to require that the car be equipped with accessories produced by its companies? (c) To require that cars it sells be insured by its own insurance company?

            In answering both questions (a) and (b), consider separately two cases: (1) The subsidiary companies can be regarded as operating under highly competitive conditions; (2) the subsidiary companies can be regarded as having a monopoly of the products they produce. Do the conclusions depend on the assumption made about competitive conditions? Assume throughout that there are no “technical” economies from combining the various activities.

 

Source:  Hoover Institution Archives. Papers of Milton Friedman. Box 76, Folder 76.9.

___________________

Economics 300A
Final Examination
December 17, 1951

  1. (15 points)
    (a) Appraise: “Recent studies of domestic consumption in low-cost municipalities demonstrate that the demand for electric current is highly elastic, expanding rapidly as the cost declines. The national average consumption of the United States was 604 kilowatt-hours in 1933. The average charge to consumers on October 1, 1934, for the whole country is reported as 5.4 cents per kilowatt-hour. In Seattle where the average cost is 2.58 cents, the average consumption is 1,098 kilowatt-hours. In Tacoma, the charge is 1.726 cents and the consumption 1,550. In 26 cities of Ontario, the average charge is 1.45 cents and the consumption 1,780. Finally, in Winnipeg, where the average net charge is only 8 mills per kilowatt-hour the average per capita consumption exceeds 4,000 kilowatt-hours.” (Report of the National Resources Board, December 1, 1934, Government Printing Office, 1934, p. 39.)

(b) Will a specific tax (a tax of a specified number of dollars per physical unit) on a commodity raise its price more or less than an equivalent ad valoremtax (a tax of a specified percentage of the price)? Assume that the commodity is produced and sold under competitive conditions.

  1. (15 points) (a) Figure 1 gives the locus of points of tangency between indifference curves and budget lines parallel to ab (and cd). ABCDEFGH is therefore and “expansion path” or curve showing the quantity of X and Y and individual would buy at different incomes and constant relative prices. Fill in the following table with as precise statements as are deducible from Fig. 1 by observation without measurement:

 

 

 

Segment

Income elasticity of

Good is Superior (S), Inferior (I), or Uncertain (U)

X

Y X

Y

AB
BC
CD
DE
EF
FG
GH

(b) ABCDEF in Figure 2 is the locus of points of tangency between indifference curves and budget lines representing different money prices for X but the same money price of Y and money income (i.e. budget lines like ab and ac rotating about a). Fill in the following table with as precise statements as are deducible from Fig. 2 by observation without measurement.

Segment

Income elasticity of Good is Superior (S), Inferior (I), or Uncertain (U)
X Y X Y
AB
BC
CD
DE
EF

 

  1. (20 points) “Monopolistic competition robs the old concept of industry (and also the Chamberlinian group) of any theoretical significance…The value of these groupings is only a concrete, empirical one…Which firms shall be included in any one group will have to be decided, not on an a prioribasis, but after an empirical survey of market realities…In the general pure theory of value, the group and the industry are useless concepts…When the study of competition is freed from the narrowing assumptions of pure competition, only two terms remain essential for the analysis: the individual firms, on the one hand; the whole collectivity of competitors on the other.” (Triffin)

(a) Explain why “monopolistic competition robs the old concept of industry…of any theoretical significance.”
(b) Explain the general position summarized in this quotation and discuss it critically.

  1. (20 points) Find the mistakes (there are at least six) in the accompanying diagram showing long and short run marginal and average cost curves, and explain the general principle corresponding to each particular mistake.

 

  1. The accompanying diagram showing a set of indifference curves between income and work is part of a diagram given by Boulding in Economic Analysis in his discussion of the effects of various types of direct taxation, and reproduced by Schwartz and Moore in the March 1951 American Economic Review. The latter write, “Given O Q2Qas a rate of pay, the equilibrium position is Pwhere the rate of pay is equal to the MRS between leisure and income. Let us assume that we are to collect a tax from this individual equal to OL. One method of collecting the tax would be to levy a poll tax, leaving the rate of pay unaltered, as LP5. Another direct tax would be a proportional income tax represented by OSPwhich would have the effect of lowering (flattening) the rate of ‘take-home’ pay. To extract the same amount of revenue as the poll tax does, this rate of pay must be tangent to an indifference curve at an intersection with LP5. Thus P2Q= OL. Since the rate of ‘take-home’ pay is flatter, Pmust lie below and to the left of P5; i.e. less effort is expended and the worker enjoys a smaller net income. More important, his welfare is diminished because he must be on a lower indifference curve…Given the premises of the conventional indifference curve pattern, this must necessarily be true.”

(a):

(1) Why do the indifference curves in the diagram slope positively?
(2) How can you justify their being drawn concave upwards?
(3) The statement that OQ2Qis “a rate of pay” is of course wrong. OQ2Qis a line. Reword the statement so it is accurate.
(4) What do the authors mean by MRS?

(b) If we suppose the diagram to stand for a “representative” individual, or one of a society of identical individuals all to be taxed alike, the last sentence in the quotation is false: the authors’ welfare conclusion does not follow from their premises and arguments. Point out the fallacy in the proof.

(c) Under what conditions is the authors’ welfare conclusion valid? Can you give a proof of your statement?

 

Source:  Hoover Institution Archives. Papers of Milton Friedman. Box 76, Folder 76.9.

___________________

 

Economics 300B
Winter, 1952
PROBLEM FOR READING PERIOD

Available evidence tentatively indicates that (1) average income of white families living in the same size city is roughly the same in the North and the South; (2) the wage rate of a white worker in any given occupation is higher in the North than in the South for cities of the same size; (3) property income is roughly of equal importance for white families in the North and the South.

For purposes of this question, accept these as correct statements of fact. Can you suggest any way of reconciling the apparent contradiction among them? Presumably, any reconciliation will turn on the larger fraction of negroes and greater discrimination against them in the South than in the North.

Spell out your suggestion in detail, explaining the theoretical links if any between the higher fraction of negroes and greater discrimination, on the one hand, and the indicated results on the other. Indicate how the validity of your suggestion would be tested.

 

Source:  Hoover Institution Archives. Papers of Milton Friedman. Box 76, Folder 76.10.

___________________

ECONOMICS 300B
Final Examination
March 12, 1952

    1. (35 points) Indicate whether each of the following statements is true (T), false (F), or uncertain (U), and state briefly the reason for your answer. It is to be understood that in each question the appropriate “other things” are to be held constant.
      1. The imposition of a minimum wage for labor of type X higher than the preceding wage leads to an increase in the number of laborers of type X employed. It follows that labor of type X is hired under monopsonistic conditions. [True]
      2. Under both competition and monopoly in the product market, marginal value product of a factor to a firm is equal to marginal physical product of the firm times marginal revenue to the firm from the sale of the product. [True]
      3. Marginal productivity analysis shows that, in the absence of monopsony, a laborer gets as a wage his marginal value product. If this analysis is correct, it follows that unions can raise wages in the absence of monopsony only if they either make each worker more efficient, or increase demand for the product, or make the demand for the product more elastic. [False]
      4. The law of variable proportions (or diminishing returns) is contradicted by the fact that agricultural output of this country has increased tremendously despite a decrease in the proportion of the working population on farms. [False]
      5. The rate of interest is equal to the rate of time preference of consumers. [True]
      6. At present levels of operation, three quarters of the total cost of the XYZ railroad is overhead cost that does not vary with traffic, only one quarter is variable cost. It follows that marginal cost is much less than average cost. [False]
      7. The demand curve of an individual firm for a factor of production is identical with its marginal value productivity curve for the same factor of production. [False]
      8. The demand curve of a firm for a factor of production is a meaningless concept if the firm is a monopsonistic purchaser of that factor. [True]
      9. A declining long run supply curve is impossible in a competitive industry. [False]
      10. Marginal factor cost is equal to the price per unit of a factor whenever the product market is competitive. [False]
      11. According to the theory of joint demand, the absolute value of the elasticity of derived demand for a factor of production will be smaller the more inelastic the supply of that factor. [False]
      12. The fact that individuals do not choose occupations solely on the basis of their pecuniary attractiveness helps explain why the supply curve of labor for a particular occupation has an elasticity greater than zero. [True]
      13. If all types of services were used only in fixed proportions, a marginal-productivity theory would be neither necessary nor possible. [False]
      14. Our society is often described as a “profit” economy or “profit-maximizing” economy. The word “profit” is here used in the same sense as in the uncertainty theory of “profit.” [False]
      15. “Profit” as defined in the uncertainty theory of profit is the expected return to any factor assuming uncertainty over and above the guaranteed expected income it can obtain if it assumes no uncertainty. [False]
      16. If one income is higher than another before income tax it will also be higher after a progressive income tax, provided only that the marginal tax never exceeds 100%. It follows that if one accepts the theory that individuals act as if they sought to maximize their income, he must also accept the conclusion that such taxes do not alter individual’s actions and hence are not shifted. [False]

17 and 18. A minimum wage law is repealed. The wage rate of a class of workers hired under competitive conditions was equal to the minimum before repeal and falls after repeal. It follows that:

      1. The total wage bill for this class of labor will rise, remain constant, or fall, according as the elasticity of demand for labor of this class is greater than, equal to, or less than unity in absolute value. [True]
      2. The quantity of labor of this class employed will fall, remain constant, or rise according as the elasticity of supply of labor of this class is positive, zero, or negative. [False]
      3. The great technological improvements in the past few decades in the production of synthetic fibers (rayon, nylon, etc.) and associated decline in their relative price has, among other effects, tended to raise the price of meat in general, especially of lamb and mutton. [True]
      4. At the same time, stringent rationing of meat consumption in Great Britain, by tending to offset this effect, has improved the competitive position of the synthetic fiber industry, and so enabled it to expand more than otherwise. [True]
  1. (15 points) “The wages of every class of labour tends to be equal to the net product due to the additional labour of the marginal labourer of that class.
    “This doctrine is not a theory of wages: but is a useful part of a theory.” (Marshall)(a) What does Marshall mean by “net product”? [4] By “Marginal labourer”?[4]
    (b) Explain and evaluate the second sentence in the quotation. [7]
  2. (15 points) It is frequently argued that a tax on a product imposed at the manufacturing level involves a greater burden on consumers than a tax yielding the same revenue imposed at the retail level because the tax is “pyramided,” i.e., the “margins” of wholesalers and retailers are viewed as given percentages of purchase price and so, it is argued, price will tend to rise not only by the tax but also by the “margins” on the tax.
    Evaluate this argument.
  3. (10 points) The price of nylon thread for use in making women’s hosiery was recently lowered drastically when DuPont decided to make much larger quantities available. The resulting decline in the price of hosiery was viewed by at least some manufacturers and retailers as a misfortune and as portending smaller profits for themselves. Were they right? In the short run? In the long run? Justify your answers.
  4. (10 points) A subsidy of $X is paid per acre of land devoted to growing soy beans. Will this lead to a rise or to a decline in the yield per acre on land devoted to growing soy beans prior to the introduction of the subsidy? Justify your answer.
  5. (15 points)
    (a) What is the Pigou effect?[4] What relevance does it have to the theory of the rate of interest?[4]
    (b) List some economic decisions that would be affected by a change in the rate of interest. Indicate why they would be affected and if possible the direction of the effect. [7]

 

Source:  Hoover Institution Archives. Papers of Milton Friedman. Box 76, Folder 76.10.

Image Source: Milton Friedman (undated). University of Chicago Photographic Archive, apf1-06230, Special Collections Research Center, University of Chicago Library.

Categories
Chicago Problem Sets

Chicago. Henry Simons’ classic problem set, 1933.

 

According to Martin Bronfenbrenner, the following problem set devised by Henry Simons for Chicago undergraduates in 1933 was a pedagogical Meisterstück (ok, he just said “one of the most famous problems in economic pedagogy”). It is likely that Paul Samuelson, who considered Simons his best teacher at Chicago, cut his teeth on this problem set as well.

________________

Economics 65-165

M. Bronfenbrenner

A General Problem in Competitive Price

This problem was originally devised by the late Professor Henry C. Simons for Chicago undergraduate classes in 1933. It has lived on to become one of the most famous problems in economic pedagogy. Give yourself plenty of time to work with it. It is not only long but abounds in pitfalls.

There are 1000 firms in a highly competitive industry which produces a standardized product. Each firm owns and operates one plant, which is of the most efficient size. All firms have identical costs, as follows:

Output per week

Total Cost

Output per week

Total Cost

Fixed

Variable

Fixed

Variable

1

$100 $10 13 $100 $101
2 100 19 14 100

113

3

100 27 15 100 126
4 100 34 16 100

140

5

100 40 17 100 155
6 100 45 18 100

171

7

100 50 19 100 188
8 100 56 20 100

206

9

100 63 21 100 225
10 100 71 22 100

245

11

100 80 23 100 266
12 100 90 24 100

288

The demand curve for the industry is given by: pq = $255,000. Your first task is to make out a demand schedule, and incorporate it in your solution as Appendix 1.

Part i

Draw the supply curve (the sum of the marginal cost curves) and the demand curve of the industry on the same graph (Fig. 1). Read off the equilibrium price and quantity. Prove that your answer is correct by comparing quantities supplied and demanded at prices $1.00 higher and $1.00 lower.

Draw the cost and demand curves of the individual firm on the same graph (Fig. 2). Accompany both graphs (Fig. 1-2) with textual explanation of their construction and of any differences between them.

 

Part ii

Congress unexpectedly imposes a tax of $4.00 per unit on the manufacture of this commodity. The tax becomes effective immediately and remains in effect indefinitely. Assume:

a. No changes in the economic system other than those attributable to the tax.
b. No change due to the tax has any effect on the prices of productive services used by the industry. (This assumption will be dropped later.)

  1. Draw the new supply curve and the demand curve of the industry (Fig. 3). Read off the new equilibrium price.
  2. Draw the new cost curves and the demand curve of the individual firm (Fig. 4). Explain the construction of these graphs (Fig. 3-4).
  3. Why can the price not remain as low as $15?
  4. Why can the price not rise to and remain at $19?
  5. Precisely what would happen if the price remained for a time at $16?
  6. At precisely what level would the price become temporarily stable? What does it mean to say that this is an equilibrium level?
  7. Suppose the short-run equilibrium price to be $17. How would you answer the query:

“I don’t see why every firm should produce 15 units per day when the price is $17. It would make just as much if it produced only 14, for the 15thunit adds just as much to expenses as it adds to revenues.” Precisely what would happen if some firms produced 14 units per day and others 15 units?

  1. Would short-run equilibrium be reached at a higher or lower price (and with larger or smaller output) if the elasticity of demand were lower (less than unity? If it were higher (greater than unity)?
  2. What would happen if demand had an elasticity of zero? An elasticity of infinity?

 

Part iii

As Figure 4 will reveal, the new minimum average cost is $19. The short-run equilibrium price was $17; hence this industry becomes unattractive as an investment, relative to other industries. As plants are worn out, therefore, they will not be replaced; plants will be junked sooner; and even maintenance will be reduced. To simplify the problem, we assume:

  1. Each plant has a life of 1,000 weeks.
  2. The plants in the industry are staggered so that, at the time the tax was imposed, there is one plant 1 week old, one plant 2 weeks old, etc.
  3. At the time the tax was imposed, 20 plants were so near completion that it is impossible to divert them to other uses. These are completed at one-week intervals.

Hence for 20 weeks the price will stay at $17, and then rise gradually as entrepreneurs fail to replace worn-out plants.

  1. What will the situation be at the end of the 25thweek? (Answer in terms of “greater than” or “less than.”)
  2. When 120 weeks have passed (900 plants left), will the price be above or below $18? Explain carefully.
  3. How many weeks must pass (how many plants must be scrapped) before the price rises to $18? Explain precisely.
  4. Will the output per plant increase or decrease as the number of plants declines?
  5. When 220 weeks have passed (800 plants left), will the price be above or below $19?
  6. How many plants must be scrapped before the price rises precisely to $19?
  7. What would the price be if the number of plants declined to 750? What would be the output per plant? What would happen to the number of plants?
  8. What happens to the short-run supply curve of the industry as the number of plants diminishes? Draw, on the same graph (Figure 5), the supply curve when there are 1,000 firms and 800 firms. Compute elasticities of supply for these two curves at a given price.
  9. How could the process of adjustment, and the final equilibrium, be different.
    1. If the elasticity of demand were greater than unity?
    2. If the elasticity of demand were less than unity?
      (The significant points are: (1) price, (2) output per plant immediately after the tax is imposed, and (3) number of plants and total output at the new long-run equilibrium).

 

Part iv (Optional)

Finally, the prices of the productive services will be affected by the purchases of the industry. Some of the services will be specialized: Larger quantities can be secured only at higher prices, and smaller quantities can be secured at lower prices. Assume that all of these services are “fixed”, and that all variable services are unspecialized (i.e., any quantity can be secured by the industry at a constant price).

  1. Will the short-run effects of the tax be any different than they were in Part 2? Explain in detail.
  2. How will the long-run adjustment differ? Will the final price be more or less than $19, and the daily output more or less than 13,421? Again explain in detail.
  3. Suppose that a special and scarce kind of land is required for production of the taxed commodity, and that this land is not used (or within practicable limits usable at all) in the production of any other commodity, and that all other resources are completely unspecialized. What is likely to be the effect of the tax on the price of the use of such land (on its rent)?
  4. Suppose that this special and scarce land is also used in one other industry. Will the rent of this land fall more or less, if the demand for the product of this second industry is elastic or inelastic?

 

Source:   Duke University. David M. Rubenstein Rare Book and Manuscript Library. Economists’ Papers Archives. Papers of Martin Bronfenbrenner, Box 26, Folder “Micro-econ & Distribution, 1958-67, n.d. 2 of 2”.

Image Source:  Henry Calvert Simons portrait at the University of Chicago Photographic Archive, apf1-07613, Special Collections Research Center, University of Chicago Library.

 

 

Categories
Chicago Courses Problem Sets Suggested Reading Syllabus

Chicago. Intermediate Economic Theory for Non-Majors, ca. 1933

 

 

Today’s post is provides an undated reading list, a partial course outline and the preliminary motivating statement for an intermediate level undergraduate course in economic theory targeted to non-majors in the University of Chicago’s Division of Social Sciences. This material was found in a folder in George Stigler’s papers. He was a student at the University of Chicago from 1933-1936, but it is unlikely that he took this course. One presumes he acquired a copy on his own account then. As far as the authorship, I have not had time to compare this material with that of Henry C. Simons cited in the following bibliographic tip. However the style does appear to have Simons’ handwriting all over it. Kyrk and Mints also regularly taught this course during these years.

Bibliographic Tip:  Notes to Henry Calvert Simons’ Course Economics 201 (1933-34) taken by F. Taylor Ostrander and Helen Hiett were published in Research in the History of Economic Thought and Methodology. Volume 23, Part 2. Documents from F. Taylor Ostrander, Warren J. Samuels (ed.). Emerald, 2005.

_____________________

Course Description

201. The Divisional Course in Economics.—A survey of price and distribution, monetary, and cycle theory, developed chiefly through the use of a series of problems. The course is designed primarily to meet the needs of students who are majoring in departments other than Economics and who expect to take the Divsional Comprehensive Examination in Social Science. Prerequisite: Social Science I and II or equivalent, or consent of instructor.

Source: University of Chicago. Announcements, Arts, Literature and Science (for the sessions 1933-34), vol. XXXIII, March 25, 1933, No. 8, p. 265.

_____________________

ECONOMICS 201
MATERIALS AND PROBLEMS FOR CLASS DISCUSSION

ASSIGNMENTS

Indispensable Reading, first five weeks:

Henderson, H. D., Supply and Demand (New York: Harcourt, Brace and Co., 1922. $1.25).

This short treatise should provide a good review of previous work (it is among the materials for Social Science I). It should be read promptly, to renew acquaintance with the terminology and central propositions of economic theory; and the relevant chapters should be re-read later on, in connection with the class discussion of special topics.

Knight, F. H., in Syllabus and Selected Readings for Social Science II, pages 125-250.

This is also a review assignment; but no other material is likely to prove more valuable in connection with the first part of this course.

The first section (pages 125-137), on “Social Economic Organization and Its Five Primary Functions,” should be read promptly, in connection with the class discussion of the first week.

Ely, R. T. et al., Outlines of Economics, 5th ed. (New York, 1930), Chapters IX, X, XI, XX, and Appendix A. (The corresponding chapters in the 4th edition will serve equally well for this course.)

The first three of these chapters should be read as one assignment. The first part of Chapter XI deals with what are, from the point of view of this course, highly controversial questions. Chapter XX merits very careful study.

Gray, Alexander, The Development of Economic Doctrine (New York, 1931), Chapters III, V, and VI.

The chapters should acquaint students with the main ideas of the mercantilists, and of Hume, Adam Smith, Malthus, and Ricardo. Appendix A of the Ely book should be read in connection with this assignment.

Indispensable Reading, last five weeks:

Roberson, D. H., Money, new edition revised (new York: Harcourt, Brace and Co., 1929. $1.25).

This is an excellent, concise treatise by a leading English (Cambridge) economist. It should be studied with care, preferably in advance of class discussion of money and banking.

Ely, R. T. et al., Outlines of Economics, 5th ed., Chapters XIII to XVIII inclusive.

These chapters also merit careful, deliberate study.

Gregory, T. E., The Gold Standard and its Future, 2nd (or 1st) ed., London (and New York), 1932.

An unusually fine treatise, excellent for its fundamental analysis, and closely relevant to currently interesting and urgent problems.

Optional Reading:

Ely, R. T. et al., Outlines of Economics.

Gray, Alexander, The Development of Economic Doctrine.

Cassel, Gustav, Fundamental Thoughts on Economics.

Cassel, Gustav, The Theory of Social Economy (Barron translation), Book I and Book II.

Marshall, Alfred, Principles of Economics, 8th edition, especially Book V.

Hardy, Charles O., Credit Policies of the Federal Reserve System.

 

Preliminary

Economics 201: Its Place in the Curriculum:

This course is intended primarily for students preparing for the Divisional Examinations, and not for students majoring in the Department of Economics. It is designed for students who have had Social Science I and Social Science II in the College, and for those students transferring to the Social Science Division from other colleges who have had some previous work in economics. In general, the course will presuppose some familiarity with the terminology of economics and some ability to follow careful analysis.

General Description of Content of the Course:

The course falls, as to subject matter, into two main parts. The first six weeks will be devoted to study of “price theory”—to study of the forces governing, in an exchange economy, the determination of relative prices and the allocation of resources among different, alternative uses (assuming a money economy but disregarding, or abstracting from, monetary disturbances and cyclical fluctuations). This part of the course is designed to give students a critical understanding, first and above all, of how a competitive system works and, second, of how the introduction of monopoly in particular areas will affect relative prices and relative production. The latter part of the course will be devoted to study of money, banking, and business cycles—to study of factors governing the general level of prices and, more especially, to analysis of forces underlying the cumulative, self-aggravating maladjustments of booms and depressions.

The total quantity of required reading is intended to be moderate; and it is to be hoped that students will do this relatively small amount of reading with considerable care — with serious effort to comprehend thoroughly and to understand, rather than with the intention of accumulating information or memorizing propositions. If a student must choose between doing all the reading but doing it hastily, and doing a smaller amount with care, the latter procedure will prove decidedly more profitable. The assignments are designed, however, to eliminate the necessity of such a choice.

Most of the class hours will be devoted to discussion of specific problem-exercises designed to bring out, and to give precision to, the central concepts and propositions of price theory and monetary theory. Little effort will be made to relate the class discussions from day to day to particular parts of the assignments; but familiarity with the required readings will always be helpful, and sometimes indispensable, to understanding of problems dealt with in class.

A considerable part of the student’s outside work should be devoted to assimilating and organizing in his own mind the content of discussions in class. Students should make a special effort to acquire facility with the language of more rigorous economics — with the main terms and concepts —, to understand clearly the assumptions under which particular analytical arguments proceed, to digest the analysis of particular problems as it proceeds in class, and to prepare themselves to carry on the discussion from day to day. Above all, they should try to discover at what points the content of class discussions has been unclear; and they should feel not only free, but actually obligated, to raise questions in class to clear up any confusion. If any individual feels hesitant about asking questions, let him remember that one can hardly raise a question about systematic economic argument which is so simple that most other students will not profit from its discussion.

Students are certain to find this course a more profitable and stimulating intellectual experience if they do their work, at least occasionally, with other students. This is especially true with reference to study of the various problem-exercises. Students can gain a great deal, by way of understanding, if they try to explain things to each other, if they criticize other people’s explanations, and if they attempt to argue out of differences of opinion. It is hard to develop real facility with definitions, concepts, and propositions merely by reading — or by talking to one’s self.

 

Headings from Course Outline
(63 pages)

INTRODUCTION

Definition of Economics and of Its Point of View

Basic Functions or Tasks in an Economic System or Organization

GENERAL PRICE THEORY

[Introduction]

General View of the Pricing Process

The Phenomenon of Industrial Fluctuations and Unemployment, digression

Circularity of the Pricing Process

The Pricing Process: EQUILIBRIUM

The Pricing Process for a Short Period

Conditions of Equilibrium

The Pricing Process over Long Periods

Some Conditions of Long-run Equilibrium

Some Interpretations of the Equilibrium Arrangements

Complexity and Intricacy of the Inter-relations

Some Supplementary Remarks

DEMAND, DEMAND FUNCTIONS, AND ELASTICITY OF DEMAND

Confusion as to Usage of the Word “Demand”

Utility, Utility Functions, and Demand Functions

Elasticity of Demand

COST OF PRODUTION AND PRICE UNDER COMPETITIVE CONDITIONS

Problem Exercise I

Preliminary Exercises
Conditions of Equilibrium in the Industry
Conditions of Demand

[missing pages 40-53]

MONOPOLY AND MONOPOLY PRICE

Contrasts between Complete Monopoly and Perfect Competition

Production and Prices under a special case of Partial Monopoly, “The Economics of Cartels”

An Arithmetic Exercise

 

Source:  University of Chicago Archives. George Stigler Papers,  Addenda, Box 24, Folder “Economics 201”.

Image Source:  Architectural element of the Social Science Research Building (1929). University of Chicago Photographic Archive, apf2-07449, Special Collections Research Center, University of Chicago Library.

Categories
Courses Exam Questions Problem Sets Syllabus

MIT. Core Microeconomic theory III. Hal Varian, 1975

Hal R. Varian, chief economist at Google since 2007, was a 28 year old assistant professor at M.I.T. in 1975 when he taught my cohort the third in a sequence of four half-term courses that constituted MIT’s required core of graduate microeconomic theory. He assigned draft chapters from his graduate textbook Microeconomic Analysis (published in 1977). For this post I have transcribed the course outline, five problem sets and the final examination for the course.

Core microeconomic theory at MIT in 1974-75:

14.121 (linear models and production) was taught by Martin Weitzman,
14.122 (competitive and noncompetitive market structures) taught by Robert L. Bishop,

14.123 (theory of the consumer and resource allocation) was taught by Hal Varian,
14.124 (capital theory, uncertainty and welfare economics) was taught by Paul Samuelson.

_______________________

14.123—Microeconomic Theory III
Theory of the Consumer and Resource Allocation

Professor Hal R. Varian, E52-353, 3-2662
Spring, 1975

Feb. 5 advanced placement exam
Feb. 10 utility; demand; expenditure
Feb. 12 indirect utility; Slutsky equation
Feb. 17 no class
Feb. 19 no class
Feb. 24 demand functions; duality
Feb. 26 expected utility; properties
Feb. 28 general equilibrium; existence
Mar. 3 welfare theory
Mar. 5 the core of an exchange economy
Mar. 10 general equilibrium and production
Mar. 12 dynamics and general equilibrium
Mar. 17 malfunctions of the market mechanism
Mar. 19 final exam

Course text will be lecture notes available from me. Malinvaud and Arrow and Hahn are highly recommended secondary reading. There will be four or five problem sets and a problem session on Fridays, 9-10:30.

_______________________

 

14.123 Spring, 1975
Professor Hal R. Varian

Consumer Theory I

  1. Consider a consumer with a Cobb-Douglas utility function:
    u(x,y) = a ln x + (1-a) ln y.
    Calculate:

    1. demand functions for x and y
    2. the indirect utility function
    3. the expenditure function
    4. the Hicksian demand functions.
  2. In a general equilibrium analysis, we cannot take income as an exogenous variable in the demand function since income, y = p.w, depends on the vector of relative prices. Derive the Slutsky equation for Dpm(p, p.w) in this case.
  3. At a general equilibrium price vector p*, we have aggregate supply equal aggregate demand:
    Σ mi(p*, p*.w) = Σ wi. Show that if all agents have identical marginal propensities to consume each good (Dymi(p*, p*.w) = Dymj(p*, p*.w) for all i and j) then all aggregate demand curves must be downward sloping at equilibrium. More generally, show that Dp(Σ mi(p*, p*.wi)) is negative semi-definite.
  4. Define eij = (-pj/xi) Dpjmi(p,y) be the cross price elasticity of good i with respect to price j, and ri = pmi(p, y)/y, the income share of commodity i.
    Show that r1e11 + r2e21 +r3e31  = r1.

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14.123 Spring, 1975
Professor Hal R. Varian

Consumer Theory II

  1. A consumer is found to have a utility function of the form
    u = -1/x1 – 1/x2.

    1. Starting from the utility function, compute the market demand functions for the consumer when he has income y and faces prices p1 and p2.
    2. Use the market demand functions to show that the indirect utility function is
      u = -( √(p1) + √(p2))2/m.
    3. Compute the expenditure function from the indirect utility function.
    4. Compute the consumer’s compensated and market demand curves from the expenditure function.
  2. Suppose at prices (p1, p2) = (5,10) and income y = $100, a rational consumer consumes the bundle (6,7). Assume that we have measured the following derivatives:

∂H1/∂p(p1, p2, ū) = -2
∂H1/∂p(p1, p2, ū) = +1
∂M1/∂y (p1, p2, y) = 2/7

where H1 and H2 are the Hicksian demand functions for goods 1 and 2 and M1 is the Marshallian demand function for good 1. Find an estimate of the consumption bundle of the consumer at (p1, p2) = 5,11).

  1. Suppose a consumer has an expenditure function of the form e(p, u) = u.g(p). Show that his utility function is homogenous of degree one. Suppose e(p,u) is of the form e(p,u) = h(u)g(p). How does the consumer’s behavior differ?
  2. Suppose a consumer has a differentiable expected utility function for income with Dyu(y) strictly positive. Show that he will always take a small enough bet as long as it has positive expected value.

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14.123 Spring, 1975
Professor Hal R. Varian

General Equilibrium III

  1. Show that Walras law holds for a production economy with fully distributed profits.
  2. Prove the theorem that a general equilibrium is pareto efficient for an economy with production.
  3. Suppose we have a productive economy with two agents. The producer has a production function x = q1/2 where x is output and q is labor.
    The consumer has a utility function u(x,q) = x1/2(1-q)1/2. Calculate the general equilibrium real wage and equilibrium level of profits.

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14.123 Spring, 1975
Professor Hal R. Varian

General Equilibrium Theory and Welfare Economics I

  1. Show that any solution to

max Σ ai ui(xi), ai>0
s.t. Σ xi ≤ w

is necessarily pareto efficient.

  1. Suppose we have two agents with indirect utility functions

v1(p1, p2, y) = ln y –a ln p1 – (1-a) ln p2
v2(p1, p2, y) = ln y –b ln p1 – (1-b) ln p2

and initial endowments

w1 = (1,1)
w2 = (1,1)

Calculate the market clearing price.

  1. We have two agents with utility functions

u1(x1, y1) = a ln x1 +(1-a) ln y1
u2(x2, y2) = b ln x2 + (1-b) ln y2

and initial endowments

w1 = (1,0)
w2 = (0,1)

Calculate the market equilibrium prices in terms of the parameters a and b.

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14.123 Spring, 1975
Professor Hal R. Varian

General Equilibrium Theory and Welfare Economics II

  1. Two agents with strictly convex preferences have equal initial endowments
    w1 = w2. They trade to an arbitrary allocation in the Core (w1,w2), (x1,x2). Prove that this allocation is necessarily fair:

    1. Draw an Edgeworth box and give a geometric argument;
    2. give an algebraic argument in the general case (there is a one-line proof.)
    3. Show in a three person economy there are allocations in the equal division core that are not fair.
  2. Suppose we have n agents with identical, strictly convex preferences and we have some initial bundle of k goods to be divided among them. Let x be a fair allocation; show that x must give the same bundle to each agent. (Recall that a fair allocation is one that is strongly pareto efficient and such that no agent prefers any other agent’s bundle to his own.)
  3. Show that under appropriate assumptions of convexity, every pareto efficient allocation is necessarily a solution to a problem of maximizing a weighted sum of utilities. What is the economic interpretation of the weights?
  4. Suppose we are at a market allocation that is considered good. Since it is a market equilibrium it is pareto efficient and therefore maximizes a certain weighted sum of utilities Σ ai* ui(x). Accordingly, we will use Σ ai* ui(x) to evaluate small projects. Suppose we are considering a small project that will change x = (x1,…, xn) to x´= (x1´,…, xn´). Show that it should be undertaken if and only if it increases national income; that is, iff Σ p.(xi´-xi) >0.

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14.123 FINAL EXAMINATION
March 19, 1975

Professor H. Varian

Answer any 2 out of 4. All questions have equal weight. Good luck!

  1. A consumer has a utility function of the form u(x1, x2) = ln x1 + x2. He faces prices p1 and p2 and has income y. Calculate:
    1. his Marshallian demand functions for each good
    2. his indirect utility function
    3. his Hicksian demand functions
    4. his expenditure function.
  2. There are two consumers A and B with the following utility functions and endowments:

UA(XA1, XA2) = a ln XA1 + (1-a) ln XA2 , WA = (0,1)
UB(XB1, XB2) = min (XB1, XB2) , WB =(1,0)

Calculate the market clearing prices and the equilibrium allocation.

  1. We have n agents with identical strictly concave utility functions, u1(x1),…,un(xn). There is some initial bundle of goods w. Show that equal division is a pareto efficient allocation.
  2. A consumer has a differentiable expected utility function u(y) with u´(y) > 0. (There are no conditions on u´´(y)). His initial level of wealth is w and he is contemplating a bet which gives him $e with probability p > ½ and he loses $e with probability 1-p. (Notice the bet has positive expected value.) Show that he will always take the bet if e is small enough. (Hint: try Taylor series.)

 

Source: Personal copies.

Image Source: Detail from 1976 departmental group photo.