Activity Examples

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Nonlinear Budget Constraints part of Teaching Methods:Team-Based Learning:Activities
Doug McKee, Cornell University-Endowed Colleges
Teams graph both linear and nonlinear budget constraints and identify optimal choices for consumers with different preferences.

Price Ceilings and Venezuela part of Teaching Methods:Team-Based Learning:Activities
Elisa Queenan, Porterville College
This activity will examine a modern instance of price ceilings and the unintended consequences for the local economy. This activity details how the well-intended goal of a government can lead to disincentivizing ...

How do imports affect GDP? part of Teaching Methods:Team-Based Learning:Activities
Brandon Sheridan, Elon University
Imports are perhaps the most misunderstood portion of the GDP identity (Y=C+I+G+NX). This exercise uses real data to have students explore this issue and learn the nuance behind the numbers.

What caused the housing bubble of the mid 2000s? part of Teaching Methods:Team-Based Learning:Activities
C. Lucy Malakar, Lorain County Community College
After learning about the Financial Crisis of 2008, students will debate which factor contributed most to the housing bubble and subsequent financial crisis.

Why the AD Curve Slopes Downward part of Teaching Methods:Team-Based Learning:Activities
Ann Werboff, Northern Arizona University
Students will create a sequence of events for the three effects that determine the inverse relationship between price level and GDP that determine the shape of the Aggregate Demand (AD) curve. They will also be ...

Substitute Goods: What happens with a sugar tax? part of Teaching Methods:Team-Based Learning:Activities
Angela Thurman, Tarrant County College District,
This activity will help students understand the concept of substitute goods as a part of the unit on demand and supply, Students will explore the consequences- intended and otherwise- of instituting a sugar tax.

How prices are determined in the market part of Teaching Methods:Team-Based Learning:Activities
Shelby Frost, Georgia State University
This AE is designed to get students thinking about how prices are determined in a market. It is based on common misconceptions that many students have about how prices are determined: that producers alone determine ...

Supply and Demand in the Context of Uber Surge Pricing part of Teaching Methods:Team-Based Learning:Activities
Carlena Ficano, Hartwick College
In this activity, students are asked to determine whether it is better to drive for Uber during busy times and in busy locations when and where surge pricing is in operation or instead to avoid these locations and ...

Comparing Market Structures part of Teaching Methods:Team-Based Learning:Activities
Amber Casolari, Riverside City College
Working in predetermined teams of 4-5 students, teams will examine and identify the market structure for cell phone operating systems. After examining the current market structure, teams will be asked to analyze ...

Hi Sharks - Identifying Implicit Costs and Economic Profit on Shark Tank part of Teaching Methods:Team-Based Learning:Activities
Ezra Pugh, Glendale Community College
Students are asked to evaluate the Sharks' opinion of a business on Shark Tank. An entrepreneur thinks they are profitable, but they are not taking implicit costs into account. Should that be a deal breaker?