Rth2310 B Installation

Experiment No. 1: Market Competitive

Plan section

Objectives of this experiment

Materials needed

procedure experience

1. Casting Read instructions and

2. The game

3. Possible variants

Results, interpretation and discussion

Appendices

Objectives of this experiment

This is an educational experience in competitive markets for goods. It is part of the program first ES (September 2011) (Part 3 "Coordination by the market," Subpart 3.2 "How can a competitive market works there?) And in the second program (retracted 2010) (Section 3.1 "How are prices in a market?").

A market is a meeting point between supply and demand that leads to the formation of a prize. Key institution in a market economy, the market remains discussed in the abstract economic theory, in particular by recourse to models of perfect competition and homo economicus. However, it is often difficult to reach a reasoning on the functioning of a market where the concepts necessary for this reasoning are introduced starting from the abstract representation of economic theory. Participate meaningfully to market transactions can, however simpler to facilitate access to the study of market coordination.

In this educational experience, some students are sellers of a property where they know the cost of production. The other students are buyers of the property where they know the value for themselves. Each vendor must look for a buyer with whom he will agree on a price for the exchange and, conversely, every buyer seller should seek to conclude a transaction. The gains made by students depend on the price they can sell (for sellers) or buy (for buyers) property. If sellers offer prices too high or if buyers offer prices too low, the total gains made by all pupils will be low and the market does not therefore result in effective coordination.

This experiment is interesting. It allows the introduction, from a direct contact with the market, the problems of negotiation and coordination, the question of price formation, the law of supply and demand. The construction of curves of supply and demand as well as understanding the concept of equilibrium are facilitated. Feature, can also draw on this experience to introduce the concept of efficiency, making them easily introduce the concepts of surplus from the seller, the buyer of surplus and social surplus.

Materials needed

• A set of 54 playing cards without figures or wildcards. It will take 1 card per student.
• instructions and the results sheet given in Annex 1. Must reproduce these documents in as many copies as there are students.

procedure experience

1. Casting and Reading instructions

The teacher is 1 or 2 assistants who will be responsible to note that the prices negotiated in the table and announce loudly to market participants. The number of assistants should be chosen so that the remaining students (those who will negotiate on the market) are an even number. These remaining pupils are separated into 2 groups of equal size: the students left the teacher will be the sellers and the right of students to teachers will be buyers.

Distribution instructions and score sheets to students.

The teacher reads the directions of the market game of a property given in the appendix. He then answered questions and ensures that each student has understood the rules of the game

2. The game

The teacher distributes a red card to each buyer and a black card each vendor. For 32 students, the teacher has previously kept such as hearts and tiles numbered from 3 to 10 and spades and clovers numbered 1-8.

Once the cards have been distributed, the teacher opens the first trading period: he invites sellers and buyers to steer toward the center of the classroom to begin negotiations, and states that students have 5 minutes from this moment. As

as pairs of buyers and sellers come to the office to register their transaction, the teacher or assistant checks the validity of the negotiated price (no less than the cost to the seller or price above the value for the buyer), to collect maps of buyers and sellers who have concluded a valid transaction, ask them to return to their places and remain there until the end of the period, scored the best prices on the board and announces the price out loud.

After 5 minutes of the period, the teacher announces the closure of the market. He picks up the cards of the students were unable to reach a settlement. It encourages students to calculate their earnings while beating all red cards and all cards black.

A new distribution of cards and then place a new trading period 5 minutes to order.

The total number of periods will be 4 to 7 depending on the time available to the teacher.

3. Possible variants

It is possible to introduce supply shocks or demand by changing from one period to the other production costs of sellers or buyers of securities. For example, a € 2 tax borne by all sellers from the 5 th period uniformly increase the production costs of 2 €.

Results, interpretation and discussion

Production costs of sellers and buyers determine the values of the curves of supply and demand in the market and the prices and amount of competitive balance (see illustration: Appendices 2 and 3). Negotiations students almost always lead to a convergence towards this award and the amount of balance, this convergence is more pronounced in As the repetition periods of trade. The law of supply and demand is true then, and prices are fulfilling their informative role.

The convergence to equilibrium competitive also maximizes the sum of the earnings of participants in the exchange and ensures the effectiveness of coordination.

Ways to engage in discussions with students are many.

can directly from the observation series of negotiated prices and ask them to reflect on the reasons for convergence towards a single price.

can also reveal the production costs of sellers and buyers' values. This information, which were deprived during the experiment, can lead students to understand graphically the construction of curves of supply and demand. Thus they discovered that the price to which convergence has occurred is the meeting point of two curves.

discussion can continue on the relevance of the law of supply and demand in the event of market complex, the reasons for price flexibility may be questioned ... etc..

Appendices

Appendix 1: Instructions and Score Sheet (to be distributed to each student): . Doc or . pdf.

Appendix 2: Illustration of the results of the experiment: . Doc or . pdf

Appendix 3: Presentation of the Experiment in Training Day DAFOR, Paris, October 2010 :. ppt or. Pdf

Natureist Famlily Vides

Experiment No. 2: Public Goods

Plan section

Objectives of this experiment

Materials needed

procedure experience

1. Read instructions

2. The game

3. Possible variants

Results, interpretation and discussion

Appendices

Objectives of this experiment

This is an educational experience on public property. It is part of the program first ES (September 2011) (item 3.4 "What are the main market failures").
Public goods are goods or services that benefit everyone, including the consumption of the good by one individual does not prevent its consumption by another (non-rivalry) which can not be excluded person consumption (non-exclusion). The air quality or lighting are examples of public goods. The provision of a public good by a market is inefficient. To provide a public good to the community must seek other methods of financing which often requires government intervention.

In this educational experience, students must choose between contributing or not contributing to a public good. From a personal perspective, it is optimal for each student not to contribute to the public good and benefit of the contribution of others. From a social perspective or point of view of all students, it is best that each student contributes as much as possible to the public good

This experiment is interesting. She successfully introduced in a simple and intuitive, the concepts of public good, externality, free rider or altruism. It also allows to introduce a discussion on the financing of public goods and the intervention of the State for providing this type of property. Materials needed

• Sets of playing cards. Allow 4 cards per student.
• instructions and score sheet in the annex. Must reproduce ces documents en autant d'exemplaires qu'il y a d'élèves.

Déroulement de l'expérience

1. Lecture des instructions

Distribution des instructions et des feuilles de résultats aux élèves.

L'enseignant lit les instructions du jeu du bien public données en annexe à ce document. Il répond ensuite aux questions et il s'assure que chaque élève a compris les règles du jeu.

2. Le jeu

L'enseignant distribue 4 cartes à chaque élève : 2 rouges (cœurs et carreaux) et 2 noires (piques et trèfles).

Une fois que the cards have been distributed, the teacher picks two cards from each student. The student gives two cards to the teacher without showing them. The number of red cards he gives is its contribution to the pot that constitutes the public good for the group.

- Each red card added to the prize pool worth one point each student group.

- Each red card that keeps the student brings him four points and only him.

In total, for a period, the gain of a pupil is calculated as follows:

Gain for a period = (1 point x the number of red cards in the kitty)

+ (4 points x the number of red cards kept by the student).

Black cards do not affect earnings but are necessary to keep secret the decision of the student.

After collecting the cards of all students, the teacher counts the number of red cards in the kitty, he announced that number out loud and he eventually enrolled at the table.

Students should then calculate and record their earnings on their scorecard.

The teacher collects all the cards and begins a new period. The repetition of the game is interesting in that it allows students to gain experience, to observe the behavior of others and try different strategies. It takes at least five repetitions.

3. Possible variants

During rehearsals, you can change the value of a card kept in the points from 4 to 2 points for example.

You can let students communicate with each other before deciding in private afterwards.

If the number of students exceeds 20, it is advisable to increase the value of each card stored at 6 points.

Results, interpretation and discussion

The maximum gain is achieved when class each student pays his two red cards in the kitty. But each student has an interest in not keep his two red cards for him and let other students contribute to the public good. This is known behavior of "stowaway".

The results of this experiment can vary from one class to another, but they are generally robust. Initially students contribute to the public good. Then their contribution diminishes with repetition.

The average number of red cards in the packet increases when the value of the red card kept from 4 points to 2 points.

A communication before the game causes a significant increase in the contribution to public good.

You can start the discussion with students by asking the following questions.

- What was their choice of contribution?

- Why did they make that choice?

- What behavior is the most profitable for a player?

- What behavior is the most profitable for the whole group?

- What are the situations in everyday life that can be associated with this game?

Give a red card in an obvious way be interpreted as a contribution (voluntary) to a public good. Instead, keep a red card is a selfish strategy of "stowaway".

You can then introduce the issue of financing public goods and the role of government in this regard.

Appendices

Instructions and Score Sheet (to be distributed to each student): . Doc or . pdf.

What Would Happen If I Took Amitriptyline

The photovoltaic effect

Two types of panels are used: For
"photovoltaic effect", the best known material is silicon (silicon is used for electronic components).
As seen in the photos, the frame completely new park buyers can bear the weight of polycrystalline panels heavier than other types of panels. These panels polycrystalline
have a very efficient transformation of solar energy into electrical energy.
Much of the roof structure which is older, will be covered with sensors flexible amorphous silicon: although the yield is lower, the cost is proportionately less and less material is too heavy.

The project plans to install two tables of information the attention of visitors to explain the operation of the PV system (especially the amount of energy produced, the economics of CO 2 done) and installation of rainwater collection.

The Carpenter Park buyers being mounted on

1100 sq and part of the old roof already covered

Exercising With Sew In Weave

Work The team

Every Thursday morning, a site meeting allows different actors to take stock of progress and make necessary changes. Participants include

around architect Clement Lepage, companies in charge of construction, the design office, Jean-François Peguet, Jacky Bush president and director of the SAEM, Jean Morin, deputy mayor of St Christophe brionnais in charge of buildings and Highways.

Bloody Snot On Cat Nose

photovoltaic roof becomes reality

The removal of the old roof of the fairgrounds began immediately after the great annual feast of stew, is August 10, 2009. remember when starting the project to modernize the site, the desire was to recover rainwater falling on an acre of roof.

For this purpose, two tanks each 180 m3 were installed during the construction market on the clock, which will save 3 500 m3 of water per year.

It remained to remove asbestos in the roof today to make possible the recovery operation. The need to rebuild the old roof is causing the project to install photovoltaic panels and provided a good opportunity.

part of the roof in harmony with the landscape

The photovoltaic panels will be of two kinds of membranes amorphous rock dust (picture above) on the greater part of the roof and polycrystalline panels on the roof park that buyers of 1100 m² is completely new (technical explanation will be given in the next few posts on this blog).

Explanations to the park buyers

(center: Jean-François Peguet left: Mr. Bachet (Communication Bourgogne Franche Comté EDF) and in the foreground: Ms. Clerc (Direction commercial EDF))

Work is continuing on schedule. The roof should be completed for the inauguration of the market November 27, 2009.