,Thinking .Like .an.Economist
Multiple .Choice .– .Section .00: .Introduction
1. Which .of .the .following .is .not . correct?
a. Economists .use .some .familiar .words .in .specialized .ways.
b. Economics .has .its .own .language .and .its .own .way .of .thinking, .but .few .other .fields .of .study .do.
c. Supply, .demand, .elasticity, .comparative .advantage, .consumer .surplus, .and .deadweight .loss .are
.all .terms .that .are .part .of .the .economist’s .language.
d. The .value .of .the .economist’s .language .lies .in .its .ability .to .provide .you .with .a .new .and .useful
.way .of .thinking .about .the .world .in .which .you . live.
ANSWER: b
POINTS: 1
DIFFICULTY: Difficulty: . Moderate
LEARNING .OBJECTIVES: .ECON.MANK.15.5 .- .LO: .2-0
NATIONAL .STANDARDS: United .States .- .BUSPROG: . Analytic
TOPICS: DISC: .Thinking .Like .an . Economist
KEYWORDS: BLOOM'S: . Comprehension
2. Economists .use .some .familiar .terms .in .specialized .ways
a. to .make . the .subject .sound .more .complex .than .it .is.
b. because .every .respectable .field .of .study .has .its .own .language.
c. to .provide .a .new .and .useful .way .of .thinking .about .the . world.
d. because .it .was .too .difficult .to .come .up .with .new .terms.
ANSWER: c
POINTS: 1
DIFFICULTY: Difficulty: .Easy
LEARNING .OBJECTIVES: .ECON.MANK.15.5 .- .LO: .2-0
NATIONAL .STANDARDS: United .States .- .BUSPROG: . Analytic
TOPICS: DISC: .Thinking .Like .an . Economist
KEYWORDS: BLOOM'S: . Comprehension
,
, 204Thinking Like an Economist Thinking Like an Economist204
3. The .language .of .economics . is
a. needlessly . arcane.
b. valuable .because .it .provides .a .new .and .useful .way .of .learning .about .the .world.
c. easy .to .learn .within .a . day.
d. unnecessary .to .learn .for .a .thorough .understanding .of .economics.
ANSWER: b
POINTS: 1
DIFFICULTY: Difficulty: .Easy
LEARNING .OBJECTIVES: .ECON.MANK.15.5 .- .LO: .2-0
NATIONAL .STANDARDS: United .States .- .BUSPROG: . Analytic
TOPICS: DISC: .Thinking .Like .an . Economist
KEYWORDS: BLOOM'S: . Comprehension
Multiple .Choice .– .Section .01: .The .Economist .as .Scientist
1. Economists, . like . mathematicians, .physicists, . and .biologists,
a. make .use .of .the .scientific . method.
b. try .to .address .their .subject .with .a .scientist’s .objectivity.
c. devise .theories, .collect .data, .and .then .analyze .these .data .in .an .attempt .to .verify .or .refute
.their .theories.
d. All .of .the .above .are . correct.
ANSWER: d
POINTS: 1
DIFFICULTY: Difficulty: . Moderate
LEARNING .OBJECTIVES: .ECON.MANK.15.6 .- .LO: .2-1
NATIONAL .STANDARDS: United .States .- .BUSPROG: . Analytic
TOPICS: DISC: .Thinking .Like .an . Economist
KEYWORDS: BLOOM'S: . Comprehension
Multiple .Choice .– .Section .00: .Introduction
1. Which .of .the .following .is .not . correct?
a. Economists .use .some .familiar .words .in .specialized .ways.
b. Economics .has .its .own .language .and .its .own .way .of .thinking, .but .few .other .fields .of .study .do.
c. Supply, .demand, .elasticity, .comparative .advantage, .consumer .surplus, .and .deadweight .loss .are
.all .terms .that .are .part .of .the .economist’s .language.
d. The .value .of .the .economist’s .language .lies .in .its .ability .to .provide .you .with .a .new .and .useful
.way .of .thinking .about .the .world .in .which .you . live.
ANSWER: b
POINTS: 1
DIFFICULTY: Difficulty: . Moderate
LEARNING .OBJECTIVES: .ECON.MANK.15.5 .- .LO: .2-0
NATIONAL .STANDARDS: United .States .- .BUSPROG: . Analytic
TOPICS: DISC: .Thinking .Like .an . Economist
KEYWORDS: BLOOM'S: . Comprehension
2. Economists .use .some .familiar .terms .in .specialized .ways
a. to .make . the .subject .sound .more .complex .than .it .is.
b. because .every .respectable .field .of .study .has .its .own .language.
c. to .provide .a .new .and .useful .way .of .thinking .about .the . world.
d. because .it .was .too .difficult .to .come .up .with .new .terms.
ANSWER: c
POINTS: 1
DIFFICULTY: Difficulty: .Easy
LEARNING .OBJECTIVES: .ECON.MANK.15.5 .- .LO: .2-0
NATIONAL .STANDARDS: United .States .- .BUSPROG: . Analytic
TOPICS: DISC: .Thinking .Like .an . Economist
KEYWORDS: BLOOM'S: . Comprehension
,
, 204Thinking Like an Economist Thinking Like an Economist204
3. The .language .of .economics . is
a. needlessly . arcane.
b. valuable .because .it .provides .a .new .and .useful .way .of .learning .about .the .world.
c. easy .to .learn .within .a . day.
d. unnecessary .to .learn .for .a .thorough .understanding .of .economics.
ANSWER: b
POINTS: 1
DIFFICULTY: Difficulty: .Easy
LEARNING .OBJECTIVES: .ECON.MANK.15.5 .- .LO: .2-0
NATIONAL .STANDARDS: United .States .- .BUSPROG: . Analytic
TOPICS: DISC: .Thinking .Like .an . Economist
KEYWORDS: BLOOM'S: . Comprehension
Multiple .Choice .– .Section .01: .The .Economist .as .Scientist
1. Economists, . like . mathematicians, .physicists, . and .biologists,
a. make .use .of .the .scientific . method.
b. try .to .address .their .subject .with .a .scientist’s .objectivity.
c. devise .theories, .collect .data, .and .then .analyze .these .data .in .an .attempt .to .verify .or .refute
.their .theories.
d. All .of .the .above .are . correct.
ANSWER: d
POINTS: 1
DIFFICULTY: Difficulty: . Moderate
LEARNING .OBJECTIVES: .ECON.MANK.15.6 .- .LO: .2-1
NATIONAL .STANDARDS: United .States .- .BUSPROG: . Analytic
TOPICS: DISC: .Thinking .Like .an . Economist
KEYWORDS: BLOOM'S: . Comprehension
