GRAPHING Using diagrams effectively Make sure your diagrams

GRAPHING

Using diagrams effectively Make sure your diagrams is fully labelled The absence of labels and points of reference casts doubt on your knowledge of the topic. Fully labelled diagrams have the opposite effect, and reassure the examiner of your

Using diagrams effectively Draw dynamic diagram Diagrams should show something happening. Nearly all questions that call for diagrams are asking you to show a change – one that implicitly tells a story. Static diagrams have little to say.

Using diagrams effectively Include arrows and ordinal notation In diagrams showing changes, arrows and dashed lines tell the examiner that you are in command of the action. Arrows showing the movements of curves and use of ordinal notation (D 1, D 2, D 3) demonstrate your understanding of the process underway.

Using diagrams effectively Integrate your diagrams into the text of your answer You must make explicit reference to the diagram to get full credit for an answer (e. g. ‘as can be seen in the diagram, a decrease in the price from P 1 to P 2 leads to an increase in the quantity of hybrid cars demanded’). Graphs that are floating on the page without mention in your text will earn only

Using diagrams effectively Remember to draw your diagrams where you need to use them – that is, immediately after you first mention the change. Introduce your diagram. Then explain with appropriate detail the change that are happening in the diagram.

Internal Assessment Portfolio (SL/HL) Criterion A: Diagrams This criterion assesses the extent to which the student is able to construct and use diagrams. Level Descriptor 0 The work does not reach a standard described by the descriptors below. 1 Relevant diagrams are included but not explained, or the explanations are incorrect. 2 Relevant, accurate and correctly labelled diagrams are included, with a limited explanation. 3 Relevant, accurate and correctly labelled diagrams are included, with a full explanation.

May 2013 subject reports internal assessment Criterion A Most candidates included relevant diagrams but these were not always explained well. Too many simply copied generic graphs from textbooks or internet sources without making them specific to the commentary. It is preferable that candidates create their own graphs, either by hand or using computer skills. If candidates have copied graphs they must give the source. Please note that the criterion descriptor assesses whether the candidate “is able to construct and use diagrams” so copy/paste diagrams will not achieve maximum marks. Candidates should avoid very lengthy descriptions of graphs, especially where these are generic graphs which have been copied. Many candidates made reference to colors on their graphs but then sent portfolios printed in black and white.

May 2013 subject reports Higher level paper two Many part (b) and (c) questions require the use of a diagram, and these are generally all standard diagrams from the syllabus. Candidates would thus benefit if they compiled a glossary of all the diagrams. Where a diagram is used in parts (b) or (c), candidates should be sure to use/explain the diagram by making references to it in the response. The diagram and the explanation must be integrated with each other. Candidates should explain reasons for any changes and use (dotted) lines to the axes and notation such as (q 1 to q 2) or (AD 1 to AD 2) in their written work.

May 2013 subject reports Higher level paper two Diagrams should not be placed at the end of the exam. They should be drawn exactly where the accompanying explanation is written. Candidates should take about a third of a page to draw their diagrams, and should use a ruler to make sure that it is done neatly so that the information is clear. It is the policy that candidates are not allowed to use colored pens/pencils on their exams, so this should not be encouraged. However, they should be sure to use arrows to indicate the direction of change of any variables. Diagrams should be made appropriate to the question and/or the market in the question. Candidates must also be able to distinguish between macroeconomic and microeconomic labelling. Failure to label diagrams correctly prevents candidates from achieving full marks. Candidates must be taught to carefully identify what a question is asking for in part (b) and (c) questions. They should make sure that their diagrams address the specific question that is asked, rather than write all about every

Answering AP Free-Response Questions: Tips for Students If the question requires you to draw a graph, you must do so to receive full credit. Even if a graph is not required, it may be to your advantage to draw one anyway. Often students use the wrong economic terminology, but clearly indicate they understand what is happening by using a correct graph. On the other hand, graphs are not magical tools that ensure high scores; they are useful tools in making arguments, but they don't stand alone. It is important that the story the graphs tell is explained.

Answering AP Free-Response Questions: Tips for Students Draw and label graphs accurately. Be sure to demonstrate your understanding of cost and revenue curves by drawing them accurately in relationship to each other. You must also accurately explain the relationship of each to the other. You must be able to explain, in detail, the sequence of events that lead to changes in price and quantity, both in the short and long run, by including references to the supply and demand curves, their shifts, and effects on price and quantity. It is also important that you discern which curves need to be drawn to answer a given free response question, even if the curves are not listed as a part of the question. For example, if the question asks for a profit-maximizing price and quantity, as well as an area of profit or loss, then you must know which curves are needed to determine the

Answering AP Free-Response Questions: Tips for Students Label graphs clearly, correctly, and fully. Points are lost when readers can't figure out what you're trying to explain with a graph that isn't labeled correctly. So, take particular care to label each axis and to identify each curve on the graph. Changes in curves should be indicated clearly with arrows or with some clear sequencing, such as showing a change in aggregate supply with AS and AS' or AS 1 and AS 2.

the Biz/ed diagram bank Biz/ed have put together many of the main Economics and Business diagrams in this feature. You may want to use these for your project or coursework assignment, or you may simply want to use them for revision or checking out what they mean. Each diagram has both a brief and detailed explanation of what it shows and links to other relevant diagrams and definitions in the Biz/ed glossary.