Rodrigo Telles's List: IB Curriculum first 2013 - SECTION 2 - MACROECONOMICS

• • Calculate nominal GDP from sets of national income data, using the expenditure approach.

     
   
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    Calculate GNP/GNI from data

     
   
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    Calculate real GDP, using a price deflator.

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• Explain the meaning and significance of “green GDP”, a measure of GDP that accounts for environmental destruction.

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• Theory of knowledge: potential connections 

   

  What is the empirical evidence for the existence of the business cycle? How do we decide whether this evidence is sufficient?
• Calculate the multiplier using either of the following formulae.

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• Keynesian

• Theory of knowledge: potential connections  

   

  Business confidence is a contributing factor to the level of AD. What knowledge issues arise in attempting to measure business confidence?

   

  The Keynesian and Monetarist positions differ on the shape of the AS curve. What is needed to settle this question: empirical evidence (if so, what should be measured?), strength of theoretical argument, or factors external to economics such as political conviction?
• Calculate the unemployment rate from a set of data.

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• • Construct a weighted price index, using a set of data provided.

     
   
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    Calculate the inflation rate from a set of data.

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• Calculate the rate of economic growth from a set of data.

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• Calculate the marginal rate of tax and the average rate of tax from a set of data.

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• Explain that government spending can be classified into current expenditures, capital expenditures and transfer payments, providing examples of each.

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• Theory of knowledge: potential connections 

   

  In one sense the imposition of taxes by government on individuals amounts to a restriction of individual freedom. How can we know when such government interference in individual freedom is justified?

• Theory of knowledge: potential connections 

   

  How can we know whether government should support pure research, which might contribute to the sum total of human knowledge but which might never have an impact on technology? What other knowledge issues are relevant to investment in pure research?

   

  Investment in education and training is a common supply-side policy. What other reasons could there be for supporting the education of the population? What knowledge issues arise in answering the question as to whether government should shoulder this responsibility or whether it should be left to the market?

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