Expertise:
Intermediate
The Phase-plane Plot of Acceleration Versus Velocity
This little physics lesson suggests that we should plot acceleration against
velocity to study the trade-off between these two types of energy. Figure 2
shows us what we see if we do this for the pendulum; the plot is an ellipse, with
potential energy being reflected in the vertical axis and kinetic energy associated
with the horizontal axis.

Figure 2: The plot of acceleration against velocity, or a phase-plane plot, for a
swinging pendulum.
We use the phase-plane plot, therefore, to study the energy transfer within
the economic system. We can examine the cycle within individual years, and
also see more clearly how the structure of the transfer has changed throughout
the twentieth century.
Figure 3 phase-plane plots the year 1964, a year in a relatively stable period
for the index. To read the plot, find the lower-case "j" in the middle right of
the plot, and move around the diagram clockwise, noting the letters indicating
the months as you go. You will see that there are two large cycles surrounding
zero, plus some small cycles that are much closer to the origin.

Figure 3: A phase-plane plot of the first derivative or velocity and the second derivative
or acceleration of the smoothed log nondurable goods index for 1964. Letters
indicate mid-months, with lowercase letters used for January and March.
The largest cycle begins in mid-May (M), with positive velocity but near
zero acceleration. Production is increasing linearly or steadily at this point.
The cycle moves clockwise through June (first J) and passes the horizontal zero
acceleration line at the end of the month, when production is now decreasing
linearly. By mid-July (second J) kinetic energy or velocity is near zero because
vacation season is in full swing. But potential energy or acceleration is high, and
production returns to the positive kinetic/zero potential phase in early August
(A), and finally concludes with a cusp at summer's end (S). At this point the
process looks like it has run out of both potential and kinetic energy.
The cusp, near where both derivatives are zero, corresponds to the start
of school in September, and to the beginning of the next big production cycle
passing through the autumn months of October through November. Again this
large cycle terminates in a small cycle with little potential and kinetic energy.
This takes up the months of February and March (F and m). The tiny sub-cycle
during April and May seems to be due to the spring holidays, since the summer
and fall cycles, as well as the cusp, don't change much over the next two years,
but the spring cycle cusp moves around, reflecting the variability in the timings
of Easter and Passover.
To summarize, the production year in the 1960s has two large cycles swinging
widely around zero, each terminating in a small cusp-like cycle. This suggests
that each large cycle is like a balloon that runs out of air, the first at the beginning
of school, and the second at the end of winter. At the end of each cycle,
it may be that new resources must be marshalled before the next production
cycle can begin.
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