Archive for the 'IB Economics' Category

Apr 30 2013

“How to” succeed on IB Economics higher level paper 3

With the Econ exam just two days away, many students out there are wondering what to expect on the new higher level paper 3, the “quantitative methods” paper. I put this post together to share my own understanding of all the calculations students may be asked to do on this section of the exam.

First, let’s review the command terms you can expect to encounter on HL paper 3, and look at what is expected of students in questions of each type.

Command terms to expect on paper 3:

  • Calculate: “Obtain a numerical answer showing the relevant stages in the working.”
  • Construct: “Display information in a diagrammatic or logical form.”
  • Derive: “Manipulate a mathematical relationship to give a new equation or relationship.”
  • Determine: “Obtain the only possible answer.”
  • Draw: “Represent by means of a labelled, accurate diagram or graph, using a pencil. A ruler (straight edge) should be used for straight lines. Diagrams should be drawn to scale. Graphs should have points correctly plotted (if appropriate) and joined in a straight line or smooth curve.
  • Identify: “Provide an answer from a number of possibilities.”
  • Label: “Add labels to a diagram.”
  • Plot: “Mark the position of points on a diagram.”
  • Show: “Give the steps in a calculation or derivation.”
  • Show that: “Obtain the required result (possibly using information given) without the formality of proof. “Show that” questions do not generally require the use of a calculator.”
  • Sketch: “Represent by means of a diagram or graph (labelled as appropriate). The sketch should give a general idea of the required shape or relationship, and should include relevant features.”
  • Solve: “Obtain the answer(s) using algebraic and/or numerical and/or graphical methods.”

Calculations you may be required to make:

Section 1 Microeconomics

1.1 Markets


1. Explain a demand function (equation) of the form Qd = a – bP.
2. Plot a demand curve from a linear function (eg. Qd = 60 – 5P).
3. Identify the slope of the demand curve as the slope of the demand function Qd = a – bP, that is –b (the coefficient of P).
4. Outline why, if the “a” term changes, there will be a shift of the demand curve.
5. Outline how a change in “b” affects the steepness of the demand curve.

1. Explain a supply function (equation) of the form Qs = c + dP.
2. Plot a supply curve from a linear function (eg, Qs = –30 + 20 P).
3. Identify the slope of the supply curve as the slope of the supply function Qs = c + dP, that is d (the coefficient of P).
4. Outline why, if the “c” term changes, there will be a shift of the supply curve.
5. Outline how a change in “d” affects the steepness of the supply curve.

1. Calculate the equilibrium price and equilibrium quantity from linear demand and supply functions.

HOW TO: Set the demand and supply equations equal to one another and solve for P. Once you know the equilibrium price, plug it into either equation to find the quantity.

2. Plot demand and supply curves from linear functions, and identify the equilibrium price and equilibrium quantity.

Find the q-intercept of demand (this is the ‘a’ variable)
Find the p-intercept of both demand and supply (set Q = 0 and solve for P in both equations)
Draw the demand curve by connecting the q-intercept and the p-intercept of demand
Find the equilibrium price
Plot the supply curve by connecting the p-intercept of supply and the equilibrium price.
Draw dotted lines over to the equilibrium price and down to the equilibrium quantity.

3. State the quantity of excess demand or excess supply in the above diagrams.

HOW TO: There will only be an excess demand or supply if the question asks how a price OTHER THAN the equilibrium would affect the market. See the section on price controls below for more.

1.2 Elasticities:
1. Calculate PED using the following equation: PED=% change in Qd% change in P
2. Calculate PED between two designated points on a demand curve using the PED equation above.
3. Calculate XED using the following equation: XED = % change in Qd of good X% change in price of good Y
4. Calculate YED using the following equation: YED=% change in Qd% change in income
5. Calculate PES using the following equation: PES=% change in Qs% change in price

1.3 Government Intervention

1. Plot demand and supply curves for a product from linear functions and then illustrate the effects of a specific tax.
2. Calculate the effects of the imposition of a specific tax on the market (on price, quantity, consumer expenditure, producer revenue, government revenue, consumer surplus and producer surplus).

HOW TO: A tax takes money AWAY from the seller of a product. So to caclulate the effect of the tax in a supply equation you must subtract the amount of the tax from the price the seller receives.

For example: assume the supply of pencils is represented by Qs = -10 + 3P, and a $2 per unit tax is places on pencils. The new supply equation is: Qs = -10 + 3(P-2). Simplified, this gives us Qs = -16 + 3P. This is the new supply equation. Graphically, the supply curve has shifted leftwards by 6 units, or “upwards” by $2.

1. Plot demand and supply curves for a product from linear functions and then illustrate and/or calculate the effects of the provision of a subsidy on the market (on price, quantity, consumer expenditure, producer revenue, government expenditure, consumer surplus and producer surplus).

HOW TO: A subsidy is like a “tax in reverse”. It is a payment to the seller ABOVE what consumers pay, so it’s added to the price in the supply equation.

Assume pencil producers receive a $2 subsidy per pencil. With an original supply equation of Qs = -10 + 3P, the new supply is: -10 + 3(P+2). Simplified, this gives us Qs = -4+3P. The supply curve has shifted rightward by 6 units, or down by $2.

Price controls:
1. Calculate possible effects from the price ceiling diagram, including the resulting shortage and the change in consumer expenditure (which is equal to the change in firm revenue).
2. Calculate possible effects from the price floor diagram, including the resulting surplus, the change in consumer expenditure, the change in producer revenue, and government expenditure to purchase the surplus.

HOW TO: Simply plug the price floor or ceiling into the demand and supply equations to find the quantities that would be supplied and demanded. If there’s an effective price floor, the Qs should be greater than the Qd, meaning there’s a surplus. If there’s a price ceiling, Qd should be greater than Qs, meaning there’s a shortage.

1.5 Theory of the Firm

1. Calculate total, average and marginal product from a set of data and/or diagrams.

HOW TO: Total product is the output of workers as the number of workers increases.

Average product is the “output per worker” = TP/# of workers

Marginal product is the “output of the last worker” = Change in total product / change in the number of workers.

2. Calculate total fixed costs, total variable costs, total costs, average fixed costs, average variable costs, average total costs and marginal costs from a set of data and/or diagrams.

HOW TO: TFC is constant as output increases. It is the firm’s total cost when output = 0.

TVC increases as output increase, at first at a decreasing rate (due to increasing returns), and then at an increasing rate (due to diminishing marginal returns).

TC = TVC + TFC. If you know the firm’s fixed costs and its variable costs, TC can easily be calculated.

AFC = TFC / Q of output. AFC falls as output increases as the firm “spreads its overhead”. Graphically, it is the distance between AVC and ATC.

AVC = TVC / Quantity of output. AVC falls at first due to increasing returns and then increases due to diminishing returns. MC and AVC should intersect at the lowest point of AVC

ATC = AFC + AVC, or TC / Quantity of output. ATC lies ABOVE the AVC curve (since it includes the average fixed costs), and will intersect MC at its lowest pont.

MC = the change in TC / the change in output. It is the cost of the last unit produced. MC sloped down when a firm’s workers experience increasing returns and upwards once the firm experiences diminishing marginal returns.

1. Calculate total revenue, average revenue and marginal revenue from a set of data and/or diagrams.

HOW TO: Total revenue (TR) = price X quantity.

Average revenue (AR) is simply the price of the good. The demand curve can be labelled “D=AR=P” to help you remember this.

Marginal revenue (MR) = the change in total revenue divided by the change in quantity. This is the change in total revenue resulting from the last unit sold. For a PC firm, MR is constant and equal to the market price (since the firm is a price taker and can sell additional units for the same price.) But for an imperfectly competitive firm, MR is lower than price beyond the first unit of output, since the firm must lower its price to sell additional units of output. MR fall twice as steeply as the D=AR=P curve in an imperfect competitor diagram.

1. Calculate different profit levels from a set of data and/or diagrams.

HOW TO: Economic profit is usually found by the following equation. Profit = (P-ATC)Q. Find the per-unit profit (P-ATC) and multiply it by the quantity of output (Q).

If you are given total revenue (TR) and total cost (TC) data, than economic profit = TR-TC.

If ATC>P or if TC>TR, then the firm’s profit is negative, and it is earning losses.

Perfect Competition:
1. Calculate the short run shutdown price and the breakeven price from a set of data

HOW TO: A firm should shut down if the price in the market is lower than the firm’s minimum average variable cost. At this point, the firm’s total losses are greater than its total fixed costs, so it will LOSE LESS by shutting down!

A firm will break even when the price in the market equals the firm’s minimum ATC, or if the TR = TC (see above). Economic profits = 0.

1. Calculate from a set of data and/or diagrams the revenue maximizing level of output.

HOW TO: Total revenue is maximized when MR=0. If you have a table you can calculate the change in TR at each level of output, and when this equals zero, the firm would be maximizing its total revenues. Anything beyond this level of output, MR will be negative and the firm’s revenues will begin to fall.

Section 2 Macroeconomics

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

HOW TO: Nominal GDP is the quantity of output in a particular year multiplied by the prices in that year.

2. Calculate GNP/GNI from data

HOW TO: The difference between GDP and GNP is that you must SUBTRACT the value of output produced in a nation by companies based in other nations, but you must ADD the value of output produced in other nations by companies based in the nation you are calculating GNP for.

3. Calculate real GDP, using a price deflator.

HOW TO: Real GDP is the value of a nation’s output in a particular year measured using the prices from a base year. So you must multiply the quantity from the year in question by the prices from the base year (which should be provided).

If you are not given price and quantity data, rather you are given the GDP deflator price index, you can divide the nominal GDP for a particular by the GDP deflator for that year, and multiply by 100 to get the real GDP.

If you know the nominal GDP and the real GDP and are asked to calculate the GDP deflator, you simply divide the nominal by the real and multiply by 100.

If you have two years’ GDP deflators, and are asked to calculate the inflation between those years, you simply find the percentage change in the GDP deflator price indexes between the years given.

2.2 AD/AS
1. Calculate the multiplier using either of the following formulae: k=11-MPC or 1MRl=(MPS+MRT+MPM)
2. Use the multiplier to calculate the effect on GDP of a change in an injection in investment, government spending or exports.

HOW TO: If you know the MPC, you can estimate the effect of any change in spending in the economy on total GDP. For example. Assume the MPC = 0.8 and Net exports increase by $100 million. Calculate the total change in GDP.

k = 1/(1-0.8) = 5.

Now multiply the change in net exports by the multiplier: $100 million X 5 = $500 million
GDP will increase by $500 million as a result of the increase in net exports of $100 million.

2.3 Macroeconomic Objectives
1. Calculate the unemployment rate from a set of data.

HOW TO: The unemployment rate is the proportion of the labor force that is unemployed. This means they are actively seeking work but unable to find it.

You may be given a table showing the number of people in different groups, like college students, retirees, people looking for jobs, people who have given up looking for jobs, part time workers, full time workers, etc… You will have to calculate the unemployment rate from this information.

NOTE: People who are working part time but want to work full time ARE EMPLOYED. People who have given up looking for jobs are DISCOURAGED WORKERS and are no longer considered unemployed, rather, they have dropped out of the labor force. Discouraged workers are not accounted for in unemployment data.

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

HOW TO: Refer to pages 303 – 305 in the textbook (Pearson Baccalaureate Economics)  for a worked solution to this type of problem. It’s not difficult math, you just have to know how to do it.

3. Calculate the inflation rate from a set of data.

HOW TO: The inflation rate = (CPI year 2 – CPI year 1)/CPI year 1. It is the rate of change in the CPI between two years. You do NOT always simply take the CPI and calculate the rate of change since it was 100. This would tell you how much inflation there was since the base year, but inflation is usually measured between two years.

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

HOW TO: The rate of economic growth is the percentage change in the real GDP between two periods. = (GDP year 2 – GDP year 1)/GDP year 1

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

HOW TO: Refer to pages 361 – 362 in the text. The important thing here is to take your time and do the math very carefully.

The difference between the marginal rate and the average rates is as follows:

Assume the marginal tax rates for Country S are:


0-20,000 - 5%

20,001 – 50,000 - 15%

50,001 – 100,000 - 25%

100,001 – above - 35%

Assume an individual earns $75,000. Calculate:

    • The amount of tax he will pay:
    • He will pay 5% on the first 20,000. 20,000 x 0.05 = $1,000
    • He will pay 15% on the NEXT 30,000 (up to $50,000). 30,000 x 0.15 = $4,500
    • He will pay 25% on the NEXT $25,000 (the income he earns between $50,000 and $75,000). 25,000 x 0.25 = $6,250.
    • Total tax paid = 1,000+4,500+6,250 = $11,750
    • His average tax rate: This is his total tax liability divided by his income = $11,750 / $75,000 = 0.1567 x 100 = 15.67%.

You may also be given data on a INDIRECT taxes, which are taxes on consumption (such as a VAT). You may be told that the same individual consumes $45,000 of his income, of which 8% was paid in consumption taxes. Calculate the percentage of his income paid in indirect taxes:

$45,000 x 0.08 = $3,600 paid in indirect taxes.

$3,600 / $75,000 = 0.048 x 100 = 4.8% of his income paid in indirect taxes.

Section 3 International Economics

3.1 Free trade:
1. Calculate opportunity costs from a set of data in order to identify comparative advantage.

HOW TO: You may be given a production possibilities table OR a production possibilities curve for two countries. With either of these, you can calculate the opportunity costs of the countries for the two goods shown and determine comparative advantage.

For example: Assume Country S and Country I can produce the following amounts of wine and cheese on a single hectare of land

    • Country S: 4 barrels of wine and 5 tons of cheese
    • Country I: 8 barrels of wine and 8 tons of cheese

If the two countries were to specialize and trade, who should produce what?

    • In country S: 4w = 5c so 1w = 1.25c.
    • 5c = 4w, so 1c = 0.8w
    • In country I: 8w = 8c, so 1w=1c

In Country S, 1 ton of cheese costs only 0.8 ton of wine, while 1 barrel of wine costs 1.25 cheeses. In Country I cheese “costs” more (1 ton of wine), while wine “costs” less (only 1 ton of cheese).

So Country S should specialize in cheese, because it is cheaper, and Country I in wine. The two countries can then trade and enjoy the foreign produced good at a lower opportunity cost than they could have achieved domestically.

3.2 Protectionism:
1. Calculate from diagrams the effects of imposing a tariff on imported goods on different stakeholders, including domestic producers, foreign producers, consumers and the government.

HOW TO: If you are comfortable with the tariff diagram and can identify the different areas identified above, then you simply find the AREA of those shapes on the graph to determine the costs, benefits, and revenues necessary.

2. Calculate from diagrams the effects of setting a quota on foreign producers on different stakeholders, including domestic producers, foreign producers, consumers and the government.

HOW TO: Same as for tariffs. Once you are familiar with the graph, simply find the areas representing the impact on each of the stakeholders.

3. Calculate from diagrams the effects of giving a subsidy to domestic producers on different stakeholders, including domestic producers, foreign producers, consumers and the government.

HOW TO: Calculate the areas on a graph! EASY!

3.3. Exchange Rates:
1. Calculate the value of one currency in terms of another currency.

HOW TO: If you know the price of one currency in terms of another, you can quickly find the price of the other.

For example. If 1 euro = 1.2 CHF, then 1 CHF = 1/1.2 euro, or 0.83 Euro. The price of one currency is the inverse of the price of the other.

2. Calculate the exchange rate for linear demand and supply functions.

HOW TO: If you can calculate equilibrium price and quantity for a good using linear equations, then finding the equilibrium exchange rate is easy. Given the equations for two currencies, simply set them equal to each other and find the equilibrium.

Example: Assume the demand for Euros in Switzerland is represented by the equation Qd = 10 -2P, where P is the exchange rate of the Euro in CHF.

Supply of Euros in Switzerland is represented by the equation Qs = -3 + 4P where P is the exchange rate of the Euro in CHF.

3. Calculate the equilibrium exchange rate of the Euro in Switzerland.

Set the demand and supply equal to one another: 8 – 4P = -4 + 6P, and solve for P.

12 = 10P.
P = 12/10 = 1.2 CHF / Euro

4. Plot demand and supply curves for a currency from linear functions and identify the equilibrium exchange rate.

HOW TO: This is the same as plotting linear demand and supply equations for any good.

5. Using exchange rates, calculate the price of a good in different currencies.

HOW TO: If you know the price of a good in one currency and you know the exchange rate between that currency and another, you can always find the price of the good in the other currency.

For example: A hotel room in London costs 250 British Pounds per night. The British Pound exchange rate in Switzerland is 1.5 CHF / pound. How much does the London hotel room cost in CHF?

Convert the room’s price to CHF. So, 250 x 1.5 = 375 CHF per night.

6. Calculate the changes in the value of a currency from a set of data.

HOW TO: Consider the following. A London hotel room that costs 250 pounds per night used to cost 375 CHF. Following a change in the exchange rate, the same room now costs 400 CHF. Calculate the new exchange rate of British Pounds in Switzerland.

The old exchange rate was: 375 / 250 = 1.5 CHF / GBP. The new exchange rate, therefore, is 400 / 250 = 1.6 CHF / GBP

3.4 Balance of Payments:
1. Calculate elements of the balance of payments from a set of data.

HOW TO: You must know the components of a nation’s current and financial accounts, and be able to determine from a set of payments data which type falls into which category, and whether it counts as a credit or a debit.

For practice, complete the HL exercise on page 491 (with answers in the back of the book).

10 responses so far

Apr 12 2013

New exam review resources for the AP and IB Economics student!

With just a few weeks remaining before the AP and IB Economics exams take place, you may be looking for some good resources for exam review. In the last months,  I have released two newly updated revision guides for students studying in these courses.

The Microeconomics Revision Guide for the Introductory Economics Student:

  • This resources includes chapters on all the topics from both Advanced Placement and IB Economics, including the new quantitative components of the IB Higher Level syllabus. Also included are the two AP-only topics, Resource Markets and Theory of Consumer Behavior
  • Every chapter includes a link to the corresponding section from my economic video lectures site, The Economics Classroom.
  • At the end of a book is a glossary including definitions to over 150 Microeconomics terms
  • The book is also available in the European and British Amazon stores: and

The Macroeconomics and International Economics Revision Guide for the Introductory Economics Student: 

  • Includes chapters covering every topic from the AP Macroeconomics course, as well as sections 2 and 3 from the IB Economics syllabus. 
  • Like the Micro Revision Guide, the Macro guide includes links at the top of every page to the corresponding section of The Economics Classroom, so the student can easily find video lessons to accompany their review process.
  • The Macro and International Glossary at the end of this book includes over 200 key terms.
  • The book is also available in the European and British Amazon stores: and

The books are a great resources for students in classes in which the teacher already uses the Welker’s Wikinomics PowerPoint lecture notes, as the revision guides follow the PowerPoints very closely.

Enjoy! And good luck on your exams next month!

Macro guide cover

No responses yet

Mar 04 2013

A TED Talk overview of issues in economic development

Over the next three weeks I will be covering issues in Development Economics with my year 2 IB students. I have often used TED Talks to inspire our class discussions, and this year I decided to compile a “best of TED” playlist to guide us through the IB topics in development.

Day 1 – The Nature of Economic Growth and Development and Measuring Development:

Days 2 and 3 – The role of foreign aid

Days 4 and 5 – The Role of Domestic Factors:

  • Hans Rosling: Religions and babies | Video on - Hans Rosling had a question: Do some religions have a higher birth rate than others — and how does this affect global population growth? Speaking at the TEDxSummit in Doha, Qatar, he graphs data over time and across religions. With his trademark humor and sharp insight, Hans reaches a surprising conclusion on world fertility rates.
  • Hans Rosling: The magic washing machine | Video on - What was the greatest invention of the industrial revolution? Hans Rosling makes the case for the washing machine. With newly designed graphics from Gapminder, Rosling shows us the magic that pops up when economic growth and electricity turn a boring wash day into an intellectual day of reading.
  • Ernest Madu on world-class health care | Video on - Dr. Ernest Madu runs the Heart Institute of the Caribbean in Kingston, Jamaica, where he proves that — with careful design, smart technical choices, and a true desire to serve — it’s possible to offer world-class healthcare in the developing world.
  • Andrew Mwenda takes a new look at Africa | Video on - In this provocative talk, journalist Andrew Mwenda asks us to reframe the “African question” — to look beyond the media’s stories of poverty, civil war and helplessness and see the opportunities for creating wealth and happiness throughout the continent.


  • Jacqueline Novogratz on escaping poverty | Video on - Jacqueline Novogratz tells a moving story of an encounter in a Nairobi slum with Jane, a former prostitute, whose dreams of escaping poverty, of becoming a doctor and of getting married were fulfilled in an unexpected way.
  • Jessica Jackley: Poverty, money — and love | Video on - What do you think of people in poverty? Maybe what Jessica Jackley once did: “they” need “our” help, in the form of a few coins in a jar. The co-founder of talks about how her attitude changed — and how her work with microloans has brought new power to people who live on a few dollars a day.

Days 6 and 7 – The Role of International Trade:

Day 8 – The role of Foreign Direct Investment (FDI)

Days 9 and 10 – Conclusions and Data Response Question practice

One response so far

Mar 04 2013

Lesson Plan: Sources of Economic Growth and Development

Introduction: In order to understand the goals of economic development, it is useful to examine the characteristics of more economically developed countries and compare them to those of less economically developed countries. Before beginning the assignment below, watch the following TED Talk by Swedish Professor of world health Hans Rosling:

Resources: Use the following websites to find the required data for the assignment below.

Part 1 – Development Data:

Using the two websites above, locate the following for TWO COUNTRIES, one from the list of countries with “high human development” and one from the list of countries with “low human development”. Use the tables below to fill in the data for the two countries you have chosen.

Social Indicators (find and record figures for both the countries you chose below)

  • HDI ranking and value
  • Age structure
  • Population growth rate
  • School life expectancy
  • Life expectancy at birth
  • Total fertility rate
  • Education expenditures

Economic Indicators:

Part 2 – Dependency Ratio:

A nation’s dependency ratio tells us something about the ability of members of a nation’s workforce to provide necessities to him or herself and his or her dependents. Typically, less economically developed nations will have a higher dependency ratio than more economically developed countries. The lower a nation’s dependency ratio, the greater capacity for its workers to accumulate savings, which leads to investment, accumulation of capital, greater productivity, higher incomes and more economic development.

Calculation the dependency ratio: To calculate a nation’s dependency ratio, you must find demographic information on its population. You may need to do additional research beyond the two websites above to find this data.

Calculate the dependency ratios for:

      • Country with high HDI
      • Country with low HDI

Part 3 – Lorenz Curve and Gini coefficient:

The Lorenz curve is a graphical representation of the income distribution of a country. It plots the percentage of a nation’s total income (GDP) against its total population. The “line of absolute equality” is the 45 degree line, indicating a nation where each quintile (20% of the population) earns exactly the same income as each other quintile. No country is absolutely equal, therefore the line of equality is only used for comparison.

The Gini coefficient is the ratio of the area below the line of equality and above a country’s Lorenz curve and the total area of the triangle below the line of equality. A country with perfect income equality would have a Gini coefficient of 0. A country in which the top 1% had controlled all of a nation’s income would have a Gini coefficient of nearly 1.
Example: Australia’s income is distributed across its population in the following way:

      • 1st 20% – 5.9%
      • 2nd 20% – 12%
      • 3rd 20% – 17.2%
      • 4th 20% – 23.6%
      • 5th 20% – 41.3%
      • Gini coefficient = 0.352

Illustrating your countries’ Lorenz Curves: This is another activity that may require research beyond the websites provided above. Try to find data on the share of national income earned by various levels of society. If you cannot find data for the 20% ranges, use the percentage ranges you can find. Draw a Lorenz curve for the two countries you researched.

Part 4 – Conclusions:

Evaluate your findings from the two countries you researched.

    1. What conclusions can you draw about the correlation between GDP, HDI, income equality, social and economic indicators between developed and developing countries?
    2. Does a high HDI correlate with relative income equality? What about low HDI?
    3. Is a high GDP indicative of high levels of human development?
    4. What other conclusions can you draw about economic development, national income, and equality?
    5. To what extent did your country with low HD exhibit the following characteristics?
      • Low standards of living?
      • Low incomes?
      • Inequality?
      • Poor health?
      • Inadequate education?
      • Low levels of productivity?
      • High rates of population growth and dependency burdens?
      • High levels of unemployment?
      • Dependence on agricultural production and primary product exports?
      • Imperfect markets?
      • Dependency on foreign developed countries for trade, access to technology, foreign investment and aid?

    One response so far

    Mar 03 2013

    Introducing a new revision guide for the AP, IB and A level Economics exams! Now on Amazon

    Over the last year, I have been working on two new resources for IB, AP, A level and Econ 101 students. The Microeconomics and Macroeconomics Revision Guides for the Introductory Economics student represent the ultimate resource for exam preparation and subject mastery.

    The Macro Revision Guide is in its final stage of development and should be for sale by the middle of March. The Micro Revision Guide is now available now on Amazon in the US, the UK and the EU:

     Order here:

    Description: The Microeconomics Revision Guide for Introductory Economics students provides a comprehensive overview of the major units covered in an introductory Micro course. The book follows the Advanced Placement and International Baccalaureate syllabuses, and includes over 200 detailed diagrams, clear explanations of concepts, definitions, examples, and a glossary with over 150 key Microeconomic terms.

    The revision guide is linked to several online resources which can be accessed for free by students reviewing for exams. Each chapter of the book is accompanied by a section on the website,, at which students can view video lectures published by the author covering nearly every topic from the course. The website also provides interactive flashcards for reviewing key terms and downloadable practice activities on most units.

    For more information on the Microeconomics Revision Guide for the Introductory Economics Student, have a look at the author’s website, There you can also find links to other resources, including teacher lecture notes, a blog, and an Economics news page.


    Book cover preview

    No responses yet

    Next »