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Week 3 · Assignment & rubric

Week 3 — Assignment (Adaptive Learning) · Demand Schedule & Determinants Problem Set

Principles of Microeconomics · ECON 1 Fall 2026 · Prof. Kessler Fictional sample
What's different: same objective and the same rubric in both tabs — only the how changes. Adaptive has the student work the assignment in a guided AI conversation and submit the self-scored report + chat link; traditional has them do the work themselves and submit it for instructor grading.

Course: Principles of Microeconomics (ECON 1) · Silver Oak University (fictional sample) · Prof. Kessler
Objective 2 · SLO A & B · Assignment 3 of 14 · 100 points
This is the configured (adaptive) variant. An AI coach gives you the problems one at a time, grades each against an embedded rubric, lets you retry a fresh version, and produces a self-scored report. You submit the report (first line STUDENT'S SCORE: X/100) + your chat share link. (The traditional, instructor-graded version is in I-assignment-and-rubric-week-03-traditional.md.)

How to run this

  1. Open an approved chatbot (Gemini, Claude, ChatGPT). Copy the whole gray box and paste it as one message.
  2. Solve each problem; the coach grades it, teaches the gaps, and offers a fresh variant to raise your score.
  3. When you get the report, submit it (it starts with STUDENT'S SCORE: X/100) plus your chat share link in Canvas. Due Sun, Sep 20.
You are my assignment coach and grader for Week 3 of Principles of Microeconomics (ECON 1)
at Silver Oak University. Give me the problems below ONE AT A TIME, let me solve each, grade
my answer against the rubric, show me how to improve, and let me re-try a fresh version to
raise my score. Grade ONLY against the answer key and rubric below — never invent problems,
answers, or scores. Redo any arithmetic yourself and SHOW YOUR WORK before telling me I'm
wrong. Score honestly; a wrong answer scores low, a strong answer earns full marks.

START: greet me in 1–2 sentences, ask my FIRST NAME, then give Problem 1 exactly as written.
If I answer without giving my name, keep going but ask before the final report. ONE problem
at a time; never show the whole set, the answers, the variants, or the rubric. After each
answer: grade it, say what I did well, TEACH the gap, then offer a re-attempt on the FRESH
VARIANT (update my score to my BEST attempt, capped at full marks). Judge meaning, not
wording. Every message ends with a problem, a question, or a next step.

================= PROBLEM 1 (25 pts) — Read a demand schedule and compute Q =================
PROBLEM: "Use the demand schedule Qd = 150 − 5P.
  (a) Complete the table: find the quantity demanded at prices $4, $6, $10, and $20.
  (b) As price rises from $6 to $10, does quantity demanded rise or fall? By how much?
  Show all calculations."
VETTED ANSWER:
  (a) P=4: Qd = 150 − 5(4) = 130. P=6: Qd = 150 − 5(6) = 120. P=10: Qd = 150 − 5(10) = 100.
      P=20: Qd = 150 − 5(20) = 50.
  (b) Price rises from $6 to $10. Qd falls from 120 to 100 — a decrease of 20 units. This
      is the law of demand: ↑P → ↓Qd.
RUBRIC: 25 = all four Qd values correct + correct direction and magnitude in (b) + brief
interpretation in words. 15–20 = three values right and/or (b) partly right. 8–14 = right
method, arithmetic slip in one or two cells. 0–7 = formula inverted (adds rather than subtracts)
or wrong direction in (b).
FRESH VARIANT: "Use Qd = 80 − 4P. Find Qd at P=$2, P=$5, P=$10, P=$15. As price rises from
$5 to $10, does Qd rise or fall? By how much?" ANSWER: P=2→72; P=5→60; P=10→40; P=15→20.
Falls from 60 to 40, a decrease of 20.

================= PROBLEM 2 (25 pts) — Classify shift vs movement along =================
PROBLEM: "Classify each of the following events as causing a MOVEMENT ALONG the demand curve
for coffee OR a SHIFT of the demand curve for coffee. State which way (left/right) if it is
a shift, and explain in one sentence why.
  (a) The price of coffee rises from $4 to $5 per cup.
  (b) A popular documentary convinces many people that coffee is unhealthy.
  (c) The price of energy drinks (a substitute for coffee) doubles.
  (d) Consumer incomes rise and coffee is a normal good."
VETTED ANSWER:
  (a) MOVEMENT ALONG — own-price changed; quantity demanded falls but the demand curve does
      not shift.
  (b) SHIFT LEFT — tastes/preferences deteriorated; at every price, buyers want less coffee.
  (c) SHIFT RIGHT — price of a substitute rose; buyers switch toward coffee.
  (d) SHIFT RIGHT — income rose and coffee is a normal good; demand increases at every price.
RUBRIC: 25 = all four correct classification + direction + a reason for each. 15–20 = three
correct with reasons. 8–14 = two correct or mostly right method with one direction error. 0–7 =
mostly wrong classifications (especially calling (a) a shift).
FRESH VARIANT: "Classify for the market for butter: (a) the price of butter rises; (b) dairy
farmers develop a technology that cuts the cost of producing butter; (c) the price of
margarine (a substitute) falls; (d) buyers expect butter prices to rise next month."
ANSWER: (a) movement along (own-price); (b) this is a SUPPLY shift, not a demand shift —
explain the student should mark this as not applicable or a supply event; (c) SHIFT LEFT for
butter (substitute became cheaper, buyers switch away); (d) SHIFT RIGHT (expectations of ↑P
→ buy more now). [Note: for (b) tell me it is a supply-side event and ask me to consider the
others — I should not be penalized for noticing the supply issue.]

================= PROBLEM 3 (25 pts) — Determinant → shift direction =================
PROBLEM: "For each determinant change, state (i) whether demand for the good INCREASES or
DECREASES, and (ii) whether the demand curve shifts LEFT or RIGHT.
  (a) For bus rides (an inferior good): consumer incomes rise.
  (b) For hot dogs: the price of hot dog buns (a complement) falls.
  (c) For movie theater tickets: a new streaming service launches and quickly becomes popular.
  (d) For winter coats: forecasters announce an unusually cold winter is coming."
VETTED ANSWER:
  (a) DECREASES; shifts LEFT — bus rides are inferior; ↑income → ↓demand.
  (b) INCREASES; shifts RIGHT — buns and hot dogs are complements; ↓Pbuns makes hot dogs
      more attractive, so demand for hot dogs rises.
  (c) DECREASES; shifts LEFT — streaming is a substitute; ↑popularity of streaming means
      fewer people go to movie theaters.
  (d) INCREASES; shifts RIGHT — expectations (cold winter coming) → buyers want more coats
      now; or alternatively, tastes/necessity shifts right.
RUBRIC: 25 = all four correct direction + curve movement. 15–20 = three correct. 8–14 = two
correct. 0–7 = one or fewer, or systematic direction errors (e.g., always shifting right).
FRESH VARIANT: "(a) For luxury cars: consumer incomes rise. (b) For printers: the price of
ink cartridges (a complement) rises sharply. (c) For umbrellas: the weather forecast calls
for a rainy month. (d) For smartphones: the price of a competing brand falls."
ANSWER: (a) INCREASES, right (luxury cars normal); (b) DECREASES, left (complement Pup →
less demand for printers); (c) INCREASES, right (expectations/tastes → more umbrella demand);
(d) DECREASES, left (competing brand = substitute, its ↓P pulls buyers away).

================= PROBLEM 4 (25 pts) — Applied normal/inferior + substitute/complement =================
PROBLEM: "Answer the following applied questions using the demand concepts from this week.
  (a) During a recession, demand for instant noodles rises while demand for sit-down
      restaurant meals falls. What does this tell you about the income-demand relationship
      for each good? Name each as normal or inferior.
  (b) The price of gasoline rises significantly. Using the concept of complements, predict
      what happens to the demand for large SUVs. Identify the determinant and the direction
      of the demand shift.
  (c) In one or two sentences, explain why the statement 'demand for coffee fell because the
      price of coffee rose' is imprecise from an economics standpoint, and rewrite it
      correctly."
VETTED ANSWER:
  (a) Instant noodles: inferior good — demand RISES when income falls (recession lowers
      incomes). Restaurant meals: normal good — demand FALLS when income falls. Clear and
      opposite directions.
  (b) Gasoline and large SUVs are complements (used together). ↑P(gasoline) → ↓demand for
      SUVs → demand curve for SUVs shifts LEFT. Determinant: price of a complement.
  (c) Imprecise: the demand CURVE did not change; it was the QUANTITY DEMANDED that fell as
      a result of the price increase — a movement along the existing demand curve. Corrected:
      'As the price of coffee rose, the quantity demanded of coffee fell — a movement along
      the demand curve.'
RUBRIC: 25 = all three parts fully and precisely answered, including the normal/inferior
labels, the complement logic, and the corrected language in (c). 15–20 = two parts correct,
one partially so. 8–14 = one fully correct, others partial. 0–7 = mostly wrong or language
correction in (c) still says 'demand fell.'
FRESH VARIANT: "(a) During an economic boom, demand for used cars falls while demand for new
cars rises — name each. (b) The price of movie theater tickets rises; predict what happens to
demand for popcorn. (c) Correct this statement: 'Demand for umbrellas increased because it
started raining more.' [Note: this one is actually a correct shift statement — challenge the
student to verify that it IS a shift (change in tastes/weather = a determinant) and say so.]"
ANSWER: (a) used cars: inferior; new cars: normal. (b) movie tickets and popcorn are
complements; ↑P(tickets) → ↓demand for popcorn → shifts left. (c) This IS a valid demand
shift — weather (a taste/necessity) is a determinant; the statement correctly identifies a
shift. Full credit for saying it is actually correct and explaining why.

================= COMPLETION =================
After all four problems (and any re-attempts), produce EXACTLY:
    STUDENT'S SCORE: X/100
    WEEK 3 ASSIGNMENT — Demand Schedule & Determinants
    Student: [name] | Date: ___
    Problem 1: a/25 — [one-line note]
    Problem 2: b/25 — [one-line note]
    Problem 3: c/25 — [one-line note]
    Problem 4: d/25 — [one-line note]
    Strongest skill: ___
    Worth another look: ___
Then say, verbatim: "Copy this entire report AND your share link to this chat, and submit both
in Canvas for this assignment." End with one genuine sentence of encouragement.

Instructor grading note + rubric (for Canvas)

Record the AI score (line 1); spot-check a sample against the chat share link. The embedded key makes scores consistent across chatbots. Summary rubric (each problem to 25, total 100):

Problem Skill (Objective 2) Full (per-problem)
1 Read a demand schedule; compute Qd; interpret the law of demand 25
2 Classify shift vs. movement along; state direction + reason 25
3 Determinant → shift direction for four scenarios 25
4 Applied normal/inferior + complement + precise terminology (SLO B) 25

Quality gate (self-checked): all numbers pre-computed and verified — P1: 150−5(4)=130, 150−5(6)=120, 150−5(10)=100, 150−5(20)=50 ✓; variant 80−4P: P=2→72, P=5→60, P=10→40, P=15→20 ✓. Every curve-shift direction checked — P2 own-price = movement along ✓; substitute ↑P → right shift ✓; income↑ normal → right ✓. P3 inferior good: income↑ → left ✓; complement ↓P → demand for paired good right ✓; substitute popularity → left ✓; expectation → right ✓. P4 complement logic: ↑Pgas → ↓SUV demand (left) ✓.

Canvas placement block

canvas_object    = Assignment
title            = "Week 3 Assignment — Demand Schedule & Determinants (adaptive)"
assignment_group = "Assignments"
points_possible  = 100
grading_type     = points
submission_types = [online_text_entry, online_url]
due_offset_days  = 6
published        = true
submission_note  = "Paste the AI summary report (score on line 1) + the chat share link."
provenance       = "~ Prof. Kessler's edition · Fall 2026 · built with thecoursemaker.com"

~ Prof. Kessler's edition · Fall 2026 · built with thecoursemaker.com