Chapter 13 – Perfect Competition
Class Discussion: Characteristics of a Competitive Market (LO 13.1)
Show students this brief clip from the TV show The Oce. In the clip, a
potential customer tells Jim and Dwight that it makes more sense to pay less
for paper from a large competitor. However, they convince the customer that
their customer service is better.
1. Why would the customer be willing to pay more for their paper (which
is presumably very similar to the competitors)?
2. Can you think of products for which you prefer a specific brand and will
pay more for it?
3. Can you think of products for which you do not care about brand and
decide solely on price?
Writing Assignment/Class Discussion: Characteristics of a
Competitive Market and Deciding How Much to Produce (LO 13.1, LO
13.3)
Have students read this brief Esquire article about the relatively low price of
lobster in 2012. Consider having students write a short essay about the why
the lobstermen generally have to accept the market price. In class, you can
have a discussion.
1. What would happen if an individual seller of lobster increased price?
2. What does the demand curve for an individual lobsterman look like?
3. How does a lobsterman decide on price and output?
Class Activity: Deciding When to Operate (LO 13.4)
Consider breaking students into several small groups and having them work
on a problem about shut-down decisions. Create a few different simple
examples, providing the students with marginal revenue, marginal cost,
average variable cost, average fixed cost, and average total costs. Have the
students pick the optimal quantity. Then have students decide if the firm
should continue to operate in the current time period. You can make some
data suggesting that the firm should keep operating as-is, temporarily shut-
down, or close permanently.
Clicker Questions
There are three main purposes to clicker questions. First, they are a great
way to do a quick and instant “on demand” test of student understanding of
the material. You can cover material, and instantly get feedback on student
comprehension. You can see whether you need to explain certain topics
again, or move on to the next subject. Second, they are a great method to
break up the class and take a moment away from lecture. It gets the
students actively involved. Finally, certain clicker questions can be framed in
a “discussion” manner, in which you can invite students to talk about the
possible right answer with their peers. You can instruct students to convince
their classmate of a right or wrong answer.
13-3
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