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Transcript

Classroom Activities

Multiplication Practice

Directions

Write your name on your exam. Complete these equations. You may use a notebook but no calculator.

In Part One, your grade will be the average of your score with everyone else’s in this and one other class this semester, plus my two classes from last semester (about 100 students total). You will receive, as your grade, that average grade.

In Part Two, your grade will be assigned individually based on your own performance.

You may complete as much or as little of this assignment as you want, either or both or neither of the parts, and as many or as few of the equations as you want. Use your time wisely.

Scoring: You get one point for being present. You get extra credit for high scores, up to a total of 4/1, i.e. three points of extra credit.

Time limit: You will have two minutes and 30 seconds. Note: This is almost certainly not enough time to do all the equations.

Lesson

1. Did you have a strategy?

2. How do you think you did?

Lesson

Dilemma

Directions

On the board:

  • Each person's running score
  • Total rounds played
  • Total points scored

You have a notecard with 'C' for 'Cooperate' on one side and 'D' for 'Defect' on the other. You stand up with another person. At the count of three, you both must show one side to the class. You may not communicate in any way with the other person.

If both parties show 'Cooperate,' both get two points. If one shows 'Cooperate' and the other 'Defect,' the cooperator gets zero and the defector gets three. If both show 'Defect,' both get one point.

Prize: Top scorer(s) get(s) four points; next-best get(s) three points; next-best get(s) two; everyone else who participates gets one.

Discussion

1. Did you have a strategy? Why did you choose what you did?

2. Did you pay attention to whether people tended to choose Cooperate or Defect?

3. What result (of the four possibilities) would maximize the points that the entire class got? What is that theoretical maximum?

4. Would you have changed your behavior if you'd been able to coordinate with the other party?

Implications

Coordination and public goods.

Implications

Bidding Game

Directions

Dr. Tom has staked 20 "dollars." Whoever bids the most money gets the $20, randomly selected if there's a tie among the top bidders.

You can bid anything from $0 to $20, but it must be a full dollar amount (no cents).

Write your bid down, with your name, on the paper. Don't look at anyone else's bid.

Your final "score" is $20, minus however much you bid, plus my $20 if you win it.

At the end, anyone with over $20 gets three EC points; anyone with $16-$20 gets two; and everyone else who participated gets one.

Lesson

1. Why did you bid what you did?

2. What happens to the money Dr. Tom acquired?

3. Did this provide net benefit or net harm for society?

4. Did your strategy change in Round 2?

Take It or Leave It

Lesson

1. From the perspective of pure economic rationality, what should the Offerer offer the Chooser, and what should the Chooser accept?

2. Was that the result? If not, why not?

3. Does it make a difference if the game is played once, versus many times between the same people?

4. Why did you choose the amount you chose?

Lesson

Directions

Directions: You are in pairs. The Offerer starts with $10. The Chooser starts with $0.

The Offerer makes some offer to the Chooser to give any amount from $0 to $10 (in whole-dollar amounts) to the Chooser. The Chooser accepts or rejects the offer.

If the Chooser accepts the offer, the Chooser gets whatever the offer was, and the Offerer retains whatever (if anything) is left.

If the Chooser rejects the offer, neither the Offerer nor the Chooser get anything; the money is lost.

Example 1: Offerer offers $5. Chooser accepts. Both keep $5.

Example 2: Offerer offers $9. Chooser rejects. Neither gets anything.

Example 3: Offerer offers $10. Chooser accepts. Offerer keeps $0; Chooser keeps $10.

Directions

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