Garde 11_Economics_Homework

Dear students,
Following is the question taken from past paper Nov 2011. I am sharing the the question and the marking scheme with you’ll. Kindly write the answer and get it checked with me.

1. (a) Explain the differences between price elasticity of demand (PED) and cross-elasticity of demand (XED). [10 marks]

(b) Discuss the usefulness of price elasticity of demand (PED) and cross-elasticity of demand (XED) to businesses trying to increase their sales revenue. [15 marks]

Markscheme

1. (a) Explain the differences between price elasticity of demand (PED) and cross-elasticity of demand (XED). [10 marks]

Answers should include:

  • a definition of price elasticity of demand (PED)
  • a definition of cross-elasticity of demand (XED)
  • the equation for PED
  • the equation for XED
  • interpretation of PED figures in terms of: elastic, inelastic and unitary elasticity figures
  • interpretation of XED figures in terms of: substitutes, complement and unrelated goods.

Answers may include:

  • diagrams to illustrate different PEDs and XEDs
  • examples of goods with different PEDs and XEDs.

 

(b) Discuss the usefulness of price elasticity of demand (PED) and cross-elasticity of demand (XED) to businesses trying to increase their sales revenue. [15 marks]

Answers may include:

  • an explanation of the link between price changes and total revenue with

different price elasticities of demand (PED)

  • a diagram to show how revenue changes with different PED
  •  examples of how businesses can increase the revenues of certain products by increasing the price of products with price inelastic demand and reducing the price of goods with PED
  •  an explanation of how businesses can use the complementary relationship between products to increase sales by cutting the price of one product to sell more of a complement
  • diagrams to show how a price reduction in one product increases the demand for a complementary product
  • examples of businesses cutting the price of one product to sell more of its complements
  •  an explanation of how businesses can use the substitute relationships between products to predict sales of rival businesses, or to predict sales of substitutes owned by the same business
  •  diagrams to show how a price change in one product affects the demand for a substitute product
  •  examples of businesses responding to price changes in complements and substitute products
  •  evaluation of the usefulness of PED and cross-elasticity of demand (XED) by considering the problems of measuring PED/XED e.g. PED and XED are constantly changing
  •  evaluation of how the factors affecting the demand for a product are all changing at the same time
  •  evaluation of how PED/XED changes over time.

Effective evaluation may be to:

  • consider short-term versus long-term consequences
  • examine the impact on different stakeholders
  • discuss advantages and disadvantages
  • prioritize the arguments.

ALL THE BEST!!!!

Regards,

Arwa Khandwala

Grade 12_Economics_Homework

Dear students,
Following is the question taken from past paper May 2011. I am sharing the the question and the marking scheme with you’ll. Kindly write the answer and get it checked with me on Tuesday.

1. (a) Using an appropriate diagram, explain how a monopolist might be able to make  supernormal (abnormal) profits in the short-run, and why these profits might continue to be earned in the long-run. [10 marks]

(b) Evaluate the view that monopolistic competition is a more economically desirable market form than monopoly. [15 marks]

1. (a) Using an appropriate diagram, explain how a monopolist might be able to make supernormal (abnormal) profits in the short-run, and why these profits might continue to be earned in the long-run. [10 marks]

Answers should include:

  • a definition of a monopolist
  • a definition of supernormal (abnormal) profits
  • an explanation of supernormal (abnormal) profit in terms of average revenue (AR) being greater than average cost (AC) or total revenue (TR) being greater than total cost (TC)
  • an explanation of long-run supernormal (abnormal) profit in terms of theexistence of barriers to entry
  • a standard monopoly diagram showing profit maximization.

Answers may include:

  • a distinction between the short-run and long-run in microeconomics
  • an explanation of the various barriers to entry
  • an explanation that a monopolist might make use of price discrimination and the ability to do research and development to prevent the market becoming contestable in the long-run
  •  a comparison with perfect competition.

 

(b) Evaluate the view that monopolistic competition is a more economically

desirable market form than monopoly. [15 marks]

Answers may include:

  • an explanation of the difference between monopoly and monopolistic competition
  •  monopoly and monopolistic competition diagrams
  • an explanation of the term “economically desirable” and consideration of desirable for whom?
  • comparison in terms of:

– productive efficiency

– allocative efficiency

– short-run and long-run efficiency

– economies of scale

– price, output and profits

– consumer choice

– impact of product differentiation/non-price competition

– freedom of entry to the markets assessment of which market form is most desirable.

Effective evaluation may be to:

  • consider short-term versus long-term
  • consequences examine the impact on different stakeholders
  •  discuss advantages and disadvantages
  •  prioritize the arguments.

ALL THE BEST!!!!

 

Grade 7_Insight_Math_Highlights of the Week (from 24th August to 28th August)

Dear Parents,

Following are the highlights for this week (from 24th August to 28th August):

1) Students were took to Math Lab. Students were given few examples to make them understand the concept of cubes and cube roots using Jodo blocks. Real life examples of cubes were shared.

Glimpse of Activity done in Math Lab:

20150824_101240 20150824_101358 20150824_101219 20150824_101224 20150824_101232

2) Few sums of exercise on cubes and cube roots were shown with full steps in Math Lab. Remaining sums of that exercise were given in homework that has been crosschecked. Answers of Square and Square root exercise has been crosschecked. Doubts were catered and made clear to them. Extra practice sums were given for the same in the class.

3) Unit Test 2 on Fractions, Decimals & Percentages papers were distributed. Doubts were made cleared to the students.

4) Answers of extra sums on Cubes, Cube roots and Index notation for positive integers were crosschecked and doubts will be catered in next week.

5) Answers of extra sums on Squares and Square roots will be crosschecked and doubts will be catered in next week.

5) Weekend Homework has been given that covers mixed sums of earlier units done.

Regards,

Karan Chevli

Grade 7_Vision_Math_Highlights of the Week (from 24th August to 28th August)

Dear Parents,

Following are the highlights for this week (from 24th August to  28th August):

1) Students were took to Math Lab. Students were given few examples on Squares and they found the square root using square root manipulative. Also they understood the concept of cubes and cube roots using Jodo blocks. Real life examples of cubes were shared.

Glimpse of Activity done in Math Lab:

20150824_115712 20150824_115715 20150824_115717 20150824_112849 20150824_112858 20150824_115708

2) Students were shown the sums on cubes and cube roots with full steps. Afterwards students did the exercise sums on cubes and cube roots. Doubts were catered and made clear to them. Extra practice sums were given for the same in the class.

3) Unit Test 2 on Fractions, Decimals & Percentages papers were distributed. Doubts were made cleared to the students.

4) Answers of extra sums on Squares, Square roots, Cubes, Cube roots and Index notation for positive integers were crosschecked and doubts will be catered in next week.

5) Then we started with new unit ‘Place value, Ordering & Rounding’. Place value concept was revised by having class discussion. Then Rounding to nearest tens, hundreds, and thousands were covered. Few examples were shown and concept was made clear to them, even few examples were given to them and they solve in their notebook and answers were crosschecked.

6) Weekend Homework has been given that covers mixed sums of earlier done units.

Regards,

Karan Chevli

LEAP ‘Green School Project!!’

Today in the LEAP class, the home work was discussed. Learners were also asked to make connections to their trip to the Eco-farm where they saw different renewable sources used to generate electricity. Based on which they were introduced to the thinking tool ‘APC- Alternatives, Possibilities, Choices.’ The learners were asked to think of alternative ways of generating energy in our school and also ways of conserving electricity in our school. The learners were also asked to think of choices they can make to save electricity at their level and what actions they can take to save electricity?

Homework:

Learners have to use the APC thinking tool and write down in their U.O.I inter-leaf book (LEAP section) alternative ways of generating electricity and ways of conserving electricity in our school. The learners are also asked to think of choices they can make to save electricity at their level, what actions they can take to save electricity?

Learners have also been given a sheet to be used for the “Green School Design Project”. In this sheet they have to draw our school building and its surrounding with the alternative ways of generating/conserving electricity in the school. They have to label areas and the alternative energy sources they suggest for generating/conserving energy. They have to design an ‘Eco friendly/green school’ as discussed in the class.

Note: Learners are supposed to bring this homework in the next LEAP class.

 

LEAP ‘Green School Project!!’

Today in the LEAP class, the home work was discussed. Learners were also asked to make connections to their trip to the Eco-farm where they saw different renewable sources used to generate electricity. Based on which they were introduced to the thinking tool ‘APC- Alternatives, Possibilities, Choices.’ The learners were asked to think of alternative ways of generating energy in our school and also ways of conserving electricity in our school. The learners were also asked to think of choices they can make to save electricity at their level and what actions they can take to save electricity?

Homework:

Learners have to use the APC thinking tool and write down in their U.O.I inter-leaf book (LEAP section) alternative ways of generating electricity and ways of conserving electricity in our school. The learners are also asked to think of choices they can make to save electricity at their level, what actions they can take to save electricity?

Learners have also been given a sheet to be used for the “Green School Design Project”. In this sheet they have to draw our school building and its surrounding with the alternative ways of generating/conserving electricity in the school. They have to label areas and the alternative energy sources they suggest for generating/conserving energy. They have to design an ‘Eco friendly/green school’ as discussed in the class.

Note: Learners are supposed to bring this homework in the next LEAP class.

Glimpses of LEAP class, this week, are posted below.

IMG_8139 IMG_8140 IMG_8143 IMG_8148 IMG_8149 IMG_8147 IMG_8146

Highlights of the week (24th Aug – 1st Sep)

Dear Parents,

Highlights of this week are as follows:

Circle Time:

•Morning Talk – Discussion of food groups: Grains , Proteins , Milk & milk products , Fats & sweets

•Word of the week – Nutrients

•Rhymes – Intro of “Food”

Revision of all other rhymes done till now.

Oral and aural link:

https://www.youtube.com/watch?v=mePdcgR0IGI

Cheeku and tooi

Language:

  • Revision of all the sight words the learners have done till date. Revision of all the word families through worksheets , Reading and writing.

Math:

•Revision of all the math concepts (tens and ones , number names , before & after number , forward & backward counting , < > = sign revision) through worksheets , games etc

UOI:

TDT : Who we are

Central Idea: Choices people make affect their health and well being

•Read Aloud -A piece of cake, Very hungry caterpillar, by Eric Carle

•Discussion of food groups.

  •     Day 1: Grain group.
  •     Day 2: Protein group.
  •     Day 3: The learners explored the different for group through gallery walk.
  •     Day 4: Sweets and oil
  •     Day 5: Milk and milk products group.

• Read Aloud Bread and jam for Frances by Russell Hoban ” — Questions like What is your favourite food? Can you eat it daily ? What will happen if we eat the same thing everyday for all three meals?  were discussed.

•Learners were asked to get grains, proteins & milk& milk products  and the importance of the same was discussed with them.

Homework:

Language :Write any 3 words from all the word families done till now.

Reading booklet–Revise the words families of “ad”, “ag”, “am”, “an”, “ap” and “at” from the booklet.

Please revise the curriculum taught in school regularly.

Please send the food items made from milk on Monday.

Happy Rakshabandhan!!

Regards,

SrKG Team.