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Government of KeralaDepartment of Education

Prepared byState Council of Educational Research and Training (SCERT), Kerala

2016

Class - XII

SAMPLE QUESTION PAPER

ECONOMICS

3

GUIDELINES FOR THE PREPARATION OF QUESTION PAPER FOR

HIGHER SECONDARY EDUCATION - 2016

IntroductionTerm evaluation is an important aspect of Continuous and Comprehensive Evaluation (CCE).It covers the assessment of learning aspect of the CCE. The Kerala School Curriculum 2013postulated that the examination system should be recast so as to ensure a method ofassessment that is a valid, reliable and objective measure of student development and apowerful instrument for improving the learning process. The outcome focused written testsare being used as tools for terminal assessment. Practical assessment is also considered forsome subjects. The syllabus, scheme of work, textual materials, teacher texts and learningexperiences may be considered while developing tools for term evaluation.In order to make the examination system effective and objective, quality of the question paperneeds to be ensured. Questions of different types considering various learning outcomes,thinking skills and of varying difficulty levels are to be included in the question paper. Thismakes question paper setting a significant task that has to be undertaken with the support ofproper guidelines.The guidelines for the preparation of the question paper have been divided into four headsfor its effective implementation and monitoring. The areas are i) preparatory stage, ii) natureof questions, iii) question paper setting and iv) structure of the question paper.

I. Preparatory stageBefore starting the process of question paper setting, the question paper setter shouldensure that she/he has:

Familiarised the current syllabus and textbook of the concerned subject. secured the list of Los (Learning Outcomes) relating to the subject. acquired the list of thinking skills applicable to the subject (See appendix). prepared a pool of questions from each unit of the subject. verified the scheme of work and weight of score for each unit/lesson. gone through guidelines for the preparation of question paper for higher secondary

education – 2014.

II Nature of questionsQuestions selected from the pool to be included in the question paper should reflect thefollowing features:

stem of the question text should be relevant to the question posed. multiple choice questions should be provided with four competitive distracters. the possibilities of higher order thinking skills should be considered while setting

MCQs time allotted for each question should be justified according to the thinking skills

involved. the scope and length of the answer should be clearly indicated. questions should be prepared by considering the learning level of the learner.

4

the question should focus on the learning outcomes. a wide range of thinking skills and learning outcomes from each unit/lesson should

be considered. varied forms of questions should be covered. there should be a balance between the time allotted and the level of question. question should be very specific and free from ambiguity. question text should not be too lengthy and complicated. questions can be prepared based on a single or a cluster of learning outcomes which

is scattered over one particular unit or units. cluster of learning outcomes from different units can be considered only for graded

questions (questions with sub-divisions). the possibilities of graded questions reflecting different thinking skills can be explored. while preparing questions for language papers importance should be given to the

language elements, language skills, discourses, textual content and elements ofcreativity.

while preparing questions for subjects other than languages, importance should be givento content, concepts and skills.

questions should cater the needs of differently abled learners and CWSEN (ChildrenWith Special Education Needs)

the questions should contain varied forms such as objective type with specific focusto multiple choice test items and descriptive types (short answer and essay types).

directions regarding the minimum word limit for essay type questions should be given. sufficient hints can be provided for essay type questions, if necessary. maximum usage of supporting items like pictures, graphs, tables and collage may

be used while preparing questions. questions which hurt the feelings of caste, religion, gender, etc. must be completely

avoided.

III. Question paper settingDuring the process of question paper setting the question setter should:

prepare a design of the question paper with due weight to content, learningoutcomes, different forms of questions and thinking skills.

prepare a blue print based on the design. prepare scoring key indicating value points and question based analysis along with

the question paper. while preparing scoring key, thinking skills should also be integrated. 60% weight should be given to thinking skills for conceptual attainment and 40% to

thinking skills for conceptual generation. 15 to 20% weight of total scores must be given to objective type questions and up to

20% weight of total score must be given to essay type questions. the highest score that can be given to a question in the question paper is limited to

10% of the total score.

5

while fixing the time for answering a question, time for reading, comprehending andwriting the answer must be considered.

The total time limit of the question paper - two hours for 60 scores and 2.30 hoursfor 80 scores question papers with an extra cool-off time of 15 minutes.

IV. Structure of the question paperThe question paper should reflect the following features in general:

general instructions for the question paper should be given on the top. instructions for specific questions can be given before the question text. monotony of set patterns (objective or descriptive) should be avoided. questions should be prepared in bilingual form. there should not be any mismatch between the bilingual versions of the questions. choice can be given for questions up to 20% of the total score. while giving choice, alternative questions should be from the same unit with the

same level of thinking skills. in the case of languages, language of the questions and answers should be in the

particular language concerned. Necessary directions in this regard must be givenin the question paper.

THINKING SKILLSCategory/ Alternative termsprocesses

1. Remember Retrieve relevant knowledge from long-term memory1.1. Recognising identifying- (e.g. Recognize the dates of important events in Indian

history)1.2. Recalling retrieving - (e.g. Recall the major exports of India)2. Understand Construct meaning from instructional messages, including oral,

written and graphic information2.1. Interpreting clarifying, paraphrasing, representing, translating (e.g. Write an

equation [using B for the number of boys and G for the number ofgirls] that corresponds to the statement ‘There are twice as many boysas girls in this class’)

2.2. Exemplifying illustrating, instantiating (e.g. Locate an inorganic compound and tellwhy it is inorganic)

2.3. Classifying categorizing, subsuming (e.g. Classify the given transactions to berecorded in Purchase returns book and Sales returns book)

2.4. Summarising abstracting, generalizing (e.g. Students are asked to read an untitledpassage and then write an appropriate title.)

2.5. Inferring concluding, extrapolating, interpolating, predicting (e.g. a studentmay be given three physics problems, two involving one principleand another involving a different principle and ask to state theunderlying principle or concept the student is using to arrive at thecorrect answer.)

6

2.6. Comparing contrasting, mapping, matching (e.g. Compare historical events tocontemporary situations)

2.7. Explaining constructing models (e.g. the students who have studied Ohm’s laware asked to explain what happens to the rate of the current when asecond battery is added to a circuit.)

3. Apply Carry out or use a procedure in a given situation3.1. Executing Carrying out (e.g. Prepare Trading and Profit and loss Account from

the Trial Balance given and find out the net profit.)3.2. Implementing using (e.g. Select the appropriate given situation where Newton’s

Second Law can be used)4. Analyse Break material into its constituent parts and determines how the

parts relate to one another and to an overall structure or purpose4.1. Differentiating discriminating, distinguishing, focusing, selecting (e.g. distinguish

between relevant and irrelevant numbers in a mathematical wordproblem)

4.2. Organising finding coherence, integrating, outlining, parsing, structuring (e.g. thestudents are asked to write graphic hierarchies best corresponds tothe organisation of a presented passage.)

4.3. Attributing deconstructing (e.g. determine the point of view of the author of anessay in terms of his or her ethical perspective)

5. Evaluate Make judgements based on criteria and standards5.1. Checking coordinating, detecting, monitoring, testing (e.g. after reading a report

of a chemistry experiment, determine whether or not the conclusionfollows from the results of the experiment.)

5.2. Critiquing judging (e.g. Judge which of the two methods is the best way to solvea given problem)

6. Create Put elements together to form a coherent or functional whole;reorganize elements into a new pattern or structure

6.1. Generating hypothesizing (e.g. suggest as many ways as you can to assure thateveryone has adequate medical insurance)

6.2. Planning designing (e.g. design social intervention programmes forovercoming excessive consumerism)

6.3. Producing constructing (e.g. the students are asked to write a short story basedon some specifications)

Considering the intellectual level of learners, while setting the question paper;1. 60% weight may be given to thinking skills used for factual and conceptual

attainment and2. 40% weight may be given to thinking skills for conceptual generation (higher thinking

skills has to be ensured in this category). Thinking skills for conceptual generationmeans thinking skills needed for elaborating the concepts.

Refer the range of thinking skills given above. We can include the thinking skills no.1.1 to3.2 (11 processes) under first category and 4.1 to 6.3 (8 processes) under second category.

7

Term Month Name of Chapters Periods Weightto unit

I June 1Chap.1 Introduction(Micro Economics) 8 3

Chap.1 Introduction(Macro Economics) 8 3

Chap.2 Theory of consumer behaviour 16

July Chap.2 Theory of consumerbehaviour (contd…) 8(16+8=

24) 9

August Chap.2 National Income Accounting 24 9

Sept Chap.3 Money and banking 20 6

Chap.4 The theory of firm under perfectcompetition 12

II Oct Chap.4 The theory of firm under perfect 8(12+8competition(contd…) = 20) 7

Chap.4 Income determination 24 8

Nov Chap.5 Market equilibrium 18 6

Chap.5 The government budget andthe economy 14

Dec Chap.5 The government budget and theeconomy(contd…) 10(14+10 8

=24)Chap.6 Non competitive markets 10

III Jan Chap.6 Non competitive markets 10(10+10 8(contd…) =20)Chap.6 Open economy macroeconomics 22 6

PLUS TWO ECONOMICSScheme of Work

1. If the price of commodity 'x' increases,the quantity demanded of commodityof also increases, then the commodity xand y area) Complementary goodsb) Substitutesc) giften goodsd) Inferior goods (1)

2. MPC + MPS is always equal to.....a) Zerob) Less than onec) Oned) Greater than one (1)

1. 'x' F∂ km[-\-Øns‚ hne h¿≤n-°p-

tºmƒ 'y' F∂ km[-\-Øns‚ tNmZ-\-

Øn≥sd Afhv h¿≤n-°p-I-bm-sW-¶n¬ xDw y Dw

a) ]qc-I-h-kvXp-°ƒ

b) {]Xn-ÿm-]\ hkvXp-°ƒ

c) Kn^≥ KpUvkv

d) C≥ô-cn-b¿ KpUvkv (1)

2. MPC + MPS Ft∏mgpw ...................... \v Xpey-

am-bn-cn°pw

a) ]qPyw

b) H∂n¬ Ipdhv

c) H∂v

d) H∂n¬ IqSp-X¬ (1)

Reg. No: ............................Name : ..............................Higher Secondary Education

ECONOMICSSample Question Paper -I

Maximum : 80 ScoreTime: 2 ½

hrsCool off time : 15 mts

General Instructions to candidates:• There is 'Cool off time' of 15 minutes in addition to the writing time of 2 hrs.• You are neither allowed to write your answers nor to discuss anything with others during the 'cool off time'.• Use the 'cool off time' to get familiar with questions and to plan your answers.• Read the questions carefully before answering• All questions are compulsory and only internal choice is allowed.• When you select a question, all the sub-questions must be answered from the same question itself.• Calculations, figures and graphs should be shown in the answer sheet itself.• Malayalam version of the questions is also provided.• Give equations wherever necessary• Only nonprogrammable calculators are allowed in the Examination Hall.s]mXp-\n¿t±-i-ßƒ

• \n¿±njvS ka-b-Øn\v ]pdsa 15 an\n v́ "Iqƒ Hm v̂ ssSw' D≠m-bn-cn-°pw. Cu ka-bØv tNmZy-ßƒ°vDØcw Fgp-Xmt\m, a‰p-≈-cp-ambn Bibw hn\n-abw \S-tØmt\m ]mSn-√.

• DØ-c-ßƒ Fgp-Xp-∂-Xn\v apºv tNmZy-ßƒ {i≤m-]q¿Δw hmbn-°-Ww.

• F√m tNmZy-ßƒ°pw DØcw Fgp-X-Ww.

• Hcp tNmZy-\-º¿ DØ-c-sa-gp-Xm≥ sXsc-s™-SpØv Ign-™m¬ D]-tNm-Zy-ßfpw AtX tNmZy-\-º-cn¬ \n∂v Xs∂ sXsc-s™-Sp-t°-≠-Xm-Wv.

• IW°v Iq -́ep-Iƒ, Nn{X-ßƒ, {Km^p-Iƒ, F∂nh DØ-c-t]-∏-dn¬Øs∂ D≠m-bn-cn-°-Ww.

• Bh-iy-ap≈ ÿeØv ka-hm-Iy-ßƒ sImSp-°Ww

• tNmZy-ßƒ ae-bm-f-Ønepw \¬In-bn-́ p-≠v.

• t{]m{Km-ap-Iƒ sNøm-\m-ImØ Im¬°p-te-‰-dp-Iƒ am{Xta ]co-£m-lm-fn¬ D]-tbm-Kn-°m≥

]mSp-≈q.

HSE IIMarch 2016

9

3. Which of the following do not fall into'Capital receipts'a) Loans from RBIb) Loans from the Publicc) Receipts from the sale of share of

PSUsd) Loans to the state governments (1)

3 Xmsg ]d-bp∂hbn¬ aqe-[-\-h-c-hn¬s]-Sm-

ØXv GXv?

a) RBI ˛¬ \n∂p≈ hmbv]

b) s]mXp-P-\-ß-fn¬ \n∂p≈ hmbv]

c) PSU s‚ Hmlcn hnev]-\-bn¬

\n∂p≈ hchv

d) kwÿm\ Kh¨sa‚p-Iƒ°p≈ hmbv]

(1)

4. In the diagramMovement from A to B denotes that

a) Moving from fuller utilization tounder utilization

b) Such a movement has noopprotunity lost

c) A natural calamity has occured in thecountry.

d) Such movement has highopportunity lost (1)

5. Write down any two Central Problemsfaced by an economy (2)

6. A household's monthly consumption ofrise fell down from 12 Kg to 10 kg asthe price of rise increased from Rs. 30to Rs. 40. Calculate the price elastcitydemand for rise and analyse its impacton total monthly expenditure ofhousehold (5)

4. Nn{X-Ønse F bn¬ \n∂pw _n bnte-

°p≈ am‰w kqNn-∏n-°p-∂Xv

a) ]q¿Æ D]-tbm-K-Øn¬ \n∂pw A]q¿Æ

D]-tbm-K-Øn-te-°p≈ am‰w kqNn-∏n-°p-

∂-Xv.

b) CØcw am‰-Øn\p Ah-kc Nnehv C√

c) cmPyØv {]IrXn Zpc¥w kw -̀hn-®n-cn-°p-

∂p.

d) CØcw am‰-Øn\v Ah-k-c-Nn-ehv IqSp-

X¬ BWv. (1)

5. Hcp kºZv hyhÿ t\cn-Sp∂ GsX-¶nepw

c≠p {]iv\ßƒ Fgp-XpI (2)

6. Acn-bpsS hne 30 cq]-bn¬ \n∂pw 40 cp]q-

bn-te°v Db¿∂-t∏mƒ Hcp IpSpw-_-Øns‚

Acn-bpsS amk D]-t`mKw 12 In.{Kmw ¬

\n∂pw 10 In.{Kmw Bbn Ipd-™p. Acn-bpsS

tNmZ-\-Øns‚ hne Cem-kvXn-IX IW-°m-

°pI? CXp-aqew IpSpw-_-Øns‚ amk-sN-e-

hn -ep -≠mb {]Xym-LmXw hni-I-e\w

sNøpI. (5)

A

B C

Ngood 2

M

good 1

10

7. Draw the diagram and explain the pricedetermination under perfect compeli-tion with the situation of free entry andunit. (2)

8. Match the followingA B

a) Slope of indifference - P = AVCcurve

b) Break even point - M/h

c) Shutdown point - Net NationalProduct

d) GNP - Depreciation - Marginal rateof substitution

e) Money multiplies - Normal profit(5)

9. In a rural tomato market only threeconsumers are there.Demand functions of there threeconsumers are given belowConsumer 1 - d1 (p) = 15 - P

0 ≤ Ρ ≤ = 15Consumer 2 - d2 (p) = 20 - P

0 ≤ Ρ ≤ = 20Consumer 3 - d3 (p) = 25 - P

0 ≤ Ρ ≤ = 25⎯ from the above information derive

market demand function and a marketdemand schedule for prices 5, 10, 15, 20

(3)10. Distinguish between transaction motive

and speculative motive of demand formoney (2)

11. 'A change in the value marginalpropensity to import will influence theopen econ,y multiplies' Explain (3)

12. Identify the three factors that will affectthe supply curve of the firm (3)

7. ]q¿Æ InS-a¬kc hn]-Wn-bnse kzX{¥

BK-a-\hpw ]pd-Øp-t]m-Iepw D≈ kml-N-

cy-Øn¬ hne \n›-bn-°p-∂Xv Fßs\

F∂v Ub{Kw hc®v hni-Z-am-°p-I. (2)

8. tNcpw-]Sn tN¿°p-I.

F _n

F) \nkw-KXm h{I-Øns‚ Ncnhv ˛ P = AVC_n) t{_°v Cuh≥ t]mbn‚ v ˛ M/hkn) j v́ Uu¨ t]mbn‚ v ˛ A‰ tZiob

Dev]∂w

Un) GNP tXbvam\ sNehv ˛ koam¥ {]Xn-

ÿm-]\

\nc°v

C) ]W KpWIw ˛ km[m-c-W-

em`w

9. Hcp {KmaoW X°mfn hn]-Wn-bn¬ aq∂p

D]-t`m-‡m-°-fmWv D≈-Xv. Hmtcm-cp-Ø-cp-

tSbpw tNmZ\ [¿Ω-ß-fp-amWv Xmsg sImSp-

Øn-cn-°p-∂-Xv.

D]-t`m-‡mhv 1 ˛ d1 (p) = 15 - P0 ≤ Ρ ≤ = 15

D]-t`m-‡mhv 2 ˛ d2 (p) = 20 - P0 ≤ Ρ ≤ = 20

D]-t`m-‡mhv 2 ˛ d3 (p) = 25 - P 0 ≤ Ρ ≤ = 25-

apI-fn¬ \¬Inb kqN-I-ß-fpsS ASn-ÿm-\-

Øn¬ Itºmf tNmZ\ [¿Ωhpw 5,10,15, 20 F∂o

hne-Iƒ°v Itºmf tNmZ-\-]-ń-Ibpw Xbm-dm-

°pI. (3)

10. ]W tNmZ-\-Øns‚ {Sm≥km-£≥ tamóhpw

kvs]Iyp-te-‰ohv tamóhpw F¥m-sW∂v

hy‡-am-°p-I. (2)

11. koa¥ Cd-°p-aXn {]h-W-X-bn¬ D≠m-Ip∂

am‰w Xpd∂ kºZv hyh-ÿ-bpsS KpW-I-

sØ Fßs\ kzm[o-\n-°p-∂p. hni-Z-am-°pI.

(3)

12. Hcp hyh-km-bnI bqWn-‰ns‚ {]Zm-\-h-

{IsØ kzm[o-\n-°p∂ aq∂p LS-I-ßƒ

Is≠-ØpI (3)

11

13. As a economics student you observedthat the price of sugar is increasing. Youare asked to find out a method to controlthe high price of sugar in thegovernment intervention methods youstudied such as minimum price andmaximum price which one would yousuggest? Explain (3)

14. a. The perfectly competitive markets, aproduction and sale of a larger quantityof the commodity, compared to amonopoly frim'Substantiate yours views will suitablediagram? (8)b. 'Profit maximisation is one of thegoals of the firms 'Analyse the twodifferent ways that are used to find outa firms profit maximising level ofoutput?

15. From the statements given below choosethe correct onea. When the elasticity of demand curve

is less than one, the total revenue ismaximum

b. When the exasticity of demand curveis greater than one the total revenueis decreasing.

c. When marginal revenue is zero, totalrevenue is maximum

d. When marginal revenue is negativetotal revenue will be increasing (1)

16. Trade deficit isa. export > Importb. government revenue > government

expenditurec. Import > Exportd. government expenditure>

government revenue(1)

13. Hcp kmº-ØnI imkv{X hnZym¿∞n F∂

\ne-bn¬ \nßƒ ]©-km-c-bpsS hne h¿≤-

\hv \nco-£n-°p-∂p. CXns\ \nb-{¥n-°p-hm-

\p≈ am¿Kw \nß-tfmSv Bh-iy-s∏-Sp∂p.

Kh¨sa‚ v CS-s]-S-ep-I-fmb Xd-hn-e, hne-

]-cn[n F∂n-h-bn¬ GXmWv \nßƒ \n¿t±-

in-°pI? hni-Zo-I-cn-°p-I. (3)

14. F. "]q¿Æ-InS a¬kc hn]Wn IpØI

hn]-Wn-tb-°mfpw IpSp-X¬ Af-hn¬ Hcp

hkvXp Dev]m-Zn-∏n-°p-Ibpw hn¬°p-Ibpw

sNøp-∂p.

Ub-{K-Øns‚ klm-b-tØmsS \nß-fpsS

ImgvN-]m-Sp-Iƒ km[q-I-cn-°n-I.

As√-¶n¬

_n. ]c-am-h[n em`-ap-≠m-°p-I-bmWv hyh-

km-bnI bqWn-‰ns‚ e£y-ß-fn¬ H∂v ]c-

am-h[n em`-ap-≠m-°p∂ Dev]-∂-ß-fpsS

Afhv \n¿Æ-bn-°p∂ c≠p coXn-Iƒ hnh-

cn-°p-I. (8)

15. Xmsg \¬In-bn-cp∂ {]kvXm-h-\-I-fn¬ icn-

bm-bXv sXsc-s™-SpØv Fgp-Xp-I.

F. tNmZ\ h{I-Øns‚ Cem-kvXn-IX H∂n¬

Ipd-hm-Ip-tºmƒ samØ hcp-am\w ]c-am-h-

[n-bn¬ FØp-∂p.

_n. tNmZ-h-{I-Øns‚ Cem-kvXn-IX H∂n¬

IqSpX¬ BIp-tºmƒ samØ hcp-am\w Ipd-

bp-∂p.

kn. koam¥ hcp-am\w ]qPy-am-Ip-tºmƒ samØ

hcp-am\w ]c-am-h-[n-bn¬ FØp-∂p.

Un. koam¥ hcp-am\w EWm-fl-I-am-Ip-tºmƒ

samØ hcp-am\w h¿≤n-°p-∂p. (1)

16. hym]mc IΩn F∂Xv

F. Ib-‰p-aXn > Cd-°p-aXn

_n.Kh¨sa‚ v hcp-am\w > Kh¨sa‚ v sNehv

kn. Cd°paXn > Ib‰paXn

Un. Kh¨sa‚ v sNehv > Kh¨sa‚ v

hcp-am\w (1)

12

17. An imposition of minimumprice willhavea. Excess Supplyb. Excess demandc. Reduction in priced. Reduction in cost of production (1)

18. Even if the output is zero, some costsincurred such costs are known as ..... (1)a. Fixed lostb. Variable costc. Marginal lostd. Average cost (1)

19. A wheat producer who is operatingunder the perfect competition earns arevenue of Rs. 20 each for every unit hesells in the market. Using the aboveinformation fill the table below. (3)

Q T.R. A.R. M.R.1.2.3.4.5.

20. Differentiate exante Investment andexposte investment ? (2)

21. "Bank rate policy is one of the importanttools used by the RBI to tackle inflation'Explain (3)

22. The table shows the changes in outputwhen a farmer increased the number oflabours in his land. Identify and explainthe economic principle shown in thistable (3)

17. Xd-hne \n›-bn-°p-tºmƒ Xmsg-∏-d-bp-∂-

h-bn¬ GXmWv kw -̀hn-°p-I.

F. A[nI {]Zm\w

_n.A[nI tNmZ\w

kn. hne-Ip-dhv

Un. Dev]m-Z\ sNehv Ipdhv

(1)

18. Dev]m-Z\w ]qPywamsW-¶nepw Nne sNe-

hp-Iƒ D≠v. CØcw sNe-hp-I-fm-Wv.

(1)

F. ÿnc sNehv

_n. thcn-b-_nƒ sNehv

kn. koam¥ sNehv

Un. icm-icn sNehv (1)

19. ]q¿Æ-InS a¬k-c-Øn-ep≈ Hcp tKmXºp

Dev]m-Z-I≥ Xm≥ hnev°p∂ Hmtcm bqWn-

‰n\pw 20 cq] \nc-°n¬ t\Sp-∂p. CXns‚

ASn-ÿm-\-Øn¬ NphsS sImSp-Øn-cn-°p∂

]ńI ]q¿Øn-bm-°pI? (3)Afhv BsI icm-icn koam¥

hcp-am\w hcp-am\w hcp-am\w

1

2.

3.

4.

5.

20. FIvkm≥sU \nt£]w FIvkvt]mÃv#

\nt£]w F∂n-h hy‡-am-°p-I. (3)

21. "_m¶v \nc°v \bw RBI bpsS ]W-s]-cp∏w

\nb-{¥n-°p-∂-Xn-\p≈ {][m\ D]-I-c-W-

ßfn¬ H∂m-Wv. hni-Z-am-°p-I. (3)

22. Hcp I¿j-I≥ Xs‚ ÿeØv sXmgn-em-fn-I-

fpsS FÆw h¿≤n-∏n-®-t∏mƒ Dev]m-Z-\-

Øn¬ h∂ am‰-amWv ta¬ ]ń-I-bn¬ kqNn-

∏n-®n-cn°p∂-Xv. ]ńI kqNn-∏n-°p∂ kmº-

ØnI imkv{X-XXzw GXmWv? hni-Zo-I-cn-

°pI (3)

13

Land in acres Labour T.P. M.P.

1. 1 10 10

1 2 30 20

1 3 45 15

1 4 52 7

1 5 52 0

1 6 48 4

23. analyse threea. Methods of calculating national

income? (8)OR

b. From the data given belowCalculate Personal Income (PI) andPersonal disposible income

GDP at market price = 20,000 NetIncome from abroad -1800Depreciation - 2000Indirect taxes - 1850Undistributed profit 1500Corporate Tax 1750Interest receivedby the households 2000Interest paid by households 1500Transfer Income 500Personal Tax 750 (8)

24. Identify, the two salient features of greatdepression (2)

25. Prepare aNote on multiplier mechanism andeffective demand principle (6)

26. Evaluate any three means of deficitreduction? (6)

27. With the help of the diagram analysehow the flexible exchange rate isdetermined in a free market (3)

23. tZio-b-h-cp-am\w IW-°m-°p-hm-\p≈ aq∂p

coXn-Iƒ hni-I-e\w sNøpI (8)

As√¶n¬

Xmsg sImSp-Øn-cn-°p∂ hnh-c-ßƒ D]-tbm-

Kn®v t]gvk-W¬ C≥Iw (]n.sF) hpw

t]gvk-W¬ Unkvt]m-kn-_nƒ C≥Ihpw

IW-°m-°p-I.

Pn.Un.]n Itºmf hne-bn¬ 20,000

hntZ-i-Øp-\n-∂p≈ A‰

hcp-am\w 1800

tXbvam\ sNehv 2000

]tcm£ \nIpXn 1850

k_vkn-Un-Iƒ

hnX-cWw sNømØ em`w 1500

tIm¿]-td‰v \nIpXn 1750

IpSpw-_-ßƒ°v e`n® ]eni 2000

IpSpw-_-ßƒ \¬Inb ]eni 1500

{Sm≥kv̂ ¿ hcp-am\w 500

hy‡n-KX \nIpXn 750

24. BtKmf kmº-ØnI amμy-Øns‚ c≠p khn-

ti-j-X-Iƒ Fgp-XpI (2)

25. aƒń-π-b¿ sa°m-\n-kw, C -̂IvSohv Unam‚ v

{]n≥kn-∏ƒ F∂n-hsb kw_-‘n®v Ipdn∏p

Xbm-dm-°p-I. (6)

26. sU^n-kn‰v dnU-£-\p≈ aq∂p am¿K-ßƒ

hne-bn-cp-ØpI (6)

27. Ub-{K-Øns‚ klm-b-tØmsS Fß-s\-

bmWv ^vfIvkn-_nƒ FIvk-tN©v \nc°v

kzX{¥ hn]-Wn-bn¬ Is≠-Øp-∂-sX∂v

hni-Z-am-°pI? (3)

14

WEIGHT TO CONTENT & LEARNING OUTCOMES

No. Unit LOs Score Percentage

1 Introduction micro economics 3 42 Theory of Consumer behaviour 9 113 Production and cost 7 94 Theory of firm under perfect competition 6 75 Market Equilibrium 6 76 Non competitive Markets 9 117 Introduction Macro economics 2 38 National Income Accounting 9 119 Money and Banking 7 910 Income determination 8 1011 The Government budget and economy 7 912 Open economy Macro economics 7 9

Total 80 100

No. Thniking Skills Score Percentage

1 For conceptual attainment 48 602 For conceptual generation 32 40

Total 80 100

WEIGHT TO THINKING SKILLS

No. Type No. of Questions Score Percentage

1 Objective 8(13) 13(1x13) 162 Short Answer 15 8(2x4) 62

15(3x5)16(4x4)10(5x2)

3 Essay 2 18(6x3) 22Total 23 60 100

WEIGHT TO FORM OF QUESTIONS

15

Thinking skills Conceptual attainment Conceptual generation

Units Ob SA Essay Ob SA Essay Total.

1 Introduction to MicroEconomics 1(1) 1(3) 4

2 Theory of Consumerbehaviour 1(5) 1(5) 10

3 Production and cost 1(1) 1(3) 1(3) 7

4 Theory of deom under 3(1) 1(3) 6perfect competition

5. Market equilibrium 1(1) 1(2), 61 (3)

6 Non-competitive Markets 1(1) 1(8) 9

7 Introduction MacroEconomics 1(2) 2

8 National income 1(1) 1 (8) 9Accounting

9 Money and Banking 1(3) 1(2) 71 (2)

10 Income of deterimination 2 (1) 1(6) 8

11 The Government budgetand economy 1(1) 1(6) 7

12 Open economy market" 1(1) 2(3) 7Macro economics

Total 12 35 10 22 80

BLUE PRINT

16

1 Substitutes 1 1

2 1 1 1

3 Loans to the state government 1 1

4 Such a movement has no opportunity cost 1 1

5 What to produce How to produce 2 2

6 Calculation of ped 3Analysing the effect 2 5

7 diagram 1 2explaination 1

8 Slope of indifference curve - MarginalRate of substitution 1break even point - Normal Profit 1shut down point - P AVC 1 5gnp - depreciation NNP 1money multiplies - M/H 1

9 For constructing market demand schedule 3 3

10 Transaction motive 1Speculation motive 1

11 Equation 1Explanation 2

12 Taxes and subsidies 1Technology 1 3Input process 1

13 Maximum price/ceiling price 1Explanation` 2 3

14 Diagram 4Explanation 4ORTC of TR Approach 4 8MC at MR Approach 4

15 when marginal Revenue in zero total Revenue is maximum 1

16 Import > expert 1

17 excess supply 1

18 Fixed cost 1

19 Completion of TR (1) ARt (1) MR (1) 3

Qn. Sub Answer Key /Value Points Score TotalNo. Qns

SCORING Key

17

20 Execute 1 2Export 1

21 Define Bank rate 1Explanation 2 3

22 Identify the theory 1Explanation 2 3

23 Three methods x 2 6Conclusion 2ORPersonal Income Equation 2 8Calculation 4Personal Disposable Income 2

24 Any two features 2 2

25 Multiplies Mechanism 3affective demand principles 3 6

26 Explanation any three method methods 3Evaluation of these method 3 6

27 Diagram 2Explanation 1 3

Total Marks


18

Sl. Content/Units LO Specific Form of Score TimeNo. thinking Skills Questions

1 2 Recognise Objective 1 1

2 10 Recalling Objective 1 1


4 1 Analyse Objective 1 1

5 1 Explains SA 2 1

6 2 Evaluate SA 5 1

7 5 Compare SA 2 1

8 4,4,4,8,10 Organising Objective 5 1

9 2 Executing SA 3 1

10 9 Compare SA 2 1

11 12 Explains SA 3 1

12 4 Recognise SA 3 1

13 5 Evaluate Essay 8 1


15 6 Distinguishing Objective 1 1




19 3 Analyse SA 3 8

20 9 Compare SA 2 6


22 3 Analyse SA 3 6

23 8 Analyse Essay 8 6


25 10 Analyse SA 6 8

26 11 Evaluate SA 6 6


Total 120 minutes

QUESTION BASED ANALYSIS

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Government of KeralaDepartment of Education

Prepared byState Council of Educational Research and Training (SCERT), Kerala

2016

Class - XII

SAMPLE QUESTION PAPER

ECONOMICS

3

GUIDELINES FOR THE PREPARATION OF QUESTION PAPER FOR

HIGHER SECONDARY EDUCATION - 2016

IntroductionTerm evaluation is an important aspect of Continuous and Comprehensive Evaluation (CCE).It covers the assessment of learning aspect of the CCE. The Kerala School Curriculum 2013postulated that the examination system should be recast so as to ensure a method ofassessment that is a valid, reliable and objective measure of student development and apowerful instrument for improving the learning process. The outcome focused written testsare being used as tools for terminal assessment. Practical assessment is also considered forsome subjects. The syllabus, scheme of work, textual materials, teacher texts and learningexperiences may be considered while developing tools for term evaluation.In order to make the examination system effective and objective, quality of the question paperneeds to be ensured. Questions of different types considering various learning outcomes,thinking skills and of varying difficulty levels are to be included in the question paper. Thismakes question paper setting a significant task that has to be undertaken with the support ofproper guidelines.The guidelines for the preparation of the question paper have been divided into four headsfor its effective implementation and monitoring. The areas are i) preparatory stage, ii) natureof questions, iii) question paper setting and iv) structure of the question paper.

I. Preparatory stageBefore starting the process of question paper setting, the question paper setter shouldensure that she/he has:

Familiarised the current syllabus and textbook of the concerned subject. secured the list of Los (Learning Outcomes) relating to the subject. acquired the list of thinking skills applicable to the subject (See appendix). prepared a pool of questions from each unit of the subject. verified the scheme of work and weight of score for each unit/lesson. gone through guidelines for the preparation of question paper for higher secondary

education – 2014.

II Nature of questionsQuestions selected from the pool to be included in the question paper should reflect thefollowing features:

stem of the question text should be relevant to the question posed. multiple choice questions should be provided with four competitive distracters. the possibilities of higher order thinking skills should be considered while setting

MCQs time allotted for each question should be justified according to the thinking skills

involved. the scope and length of the answer should be clearly indicated. questions should be prepared by considering the learning level of the learner.

4

the question should focus on the learning outcomes. a wide range of thinking skills and learning outcomes from each unit/lesson should

be considered. varied forms of questions should be covered. there should be a balance between the time allotted and the level of question. question should be very specific and free from ambiguity. question text should not be too lengthy and complicated. questions can be prepared based on a single or a cluster of learning outcomes which

is scattered over one particular unit or units. cluster of learning outcomes from different units can be considered only for graded

questions (questions with sub-divisions). the possibilities of graded questions reflecting different thinking skills can be explored. while preparing questions for language papers importance should be given to the

language elements, language skills, discourses, textual content and elements ofcreativity.

while preparing questions for subjects other than languages, importance should be givento content, concepts and skills.

questions should cater the needs of differently abled learners and CWSEN (ChildrenWith Special Education Needs)

the questions should contain varied forms such as objective type with specific focusto multiple choice test items and descriptive types (short answer and essay types).

directions regarding the minimum word limit for essay type questions should be given. sufficient hints can be provided for essay type questions, if necessary. maximum usage of supporting items like pictures, graphs, tables and collage may

be used while preparing questions. questions which hurt the feelings of caste, religion, gender, etc. must be completely

avoided.

III. Question paper settingDuring the process of question paper setting the question setter should:

prepare a design of the question paper with due weight to content, learningoutcomes, different forms of questions and thinking skills.

prepare a blue print based on the design. prepare scoring key indicating value points and question based analysis along with

the question paper. while preparing scoring key, thinking skills should also be integrated. 60% weight should be given to thinking skills for conceptual attainment and 40% to

thinking skills for conceptual generation. 15 to 20% weight of total scores must be given to objective type questions and up to

20% weight of total score must be given to essay type questions. the highest score that can be given to a question in the question paper is limited to

10% of the total score.

5

while fixing the time for answering a question, time for reading, comprehending andwriting the answer must be considered.

The total time limit of the question paper - two hours for 60 scores and 2.30 hoursfor 80 scores question papers with an extra cool-off time of 15 minutes.

IV. Structure of the question paperThe question paper should reflect the following features in general:

general instructions for the question paper should be given on the top. instructions for specific questions can be given before the question text. monotony of set patterns (objective or descriptive) should be avoided. questions should be prepared in bilingual form. there should not be any mismatch between the bilingual versions of the questions. choice can be given for questions up to 20% of the total score. while giving choice, alternative questions should be from the same unit with the

same level of thinking skills. in the case of languages, language of the questions and answers should be in the

particular language concerned. Necessary directions in this regard must be givenin the question paper.

THINKING SKILLSCategory/ Alternative termsprocesses

1. Remember Retrieve relevant knowledge from long-term memory1.1. Recognising identifying- (e.g. Recognize the dates of important events in Indian

history)1.2. Recalling retrieving - (e.g. Recall the major exports of India)2. Understand Construct meaning from instructional messages, including oral,

written and graphic information2.1. Interpreting clarifying, paraphrasing, representing, translating (e.g. Write an

equation [using B for the number of boys and G for the number ofgirls] that corresponds to the statement ‘There are twice as many boysas girls in this class’)

2.2. Exemplifying illustrating, instantiating (e.g. Locate an inorganic compound and tellwhy it is inorganic)

2.3. Classifying categorizing, subsuming (e.g. Classify the given transactions to berecorded in Purchase returns book and Sales returns book)

2.4. Summarising abstracting, generalizing (e.g. Students are asked to read an untitledpassage and then write an appropriate title.)

2.5. Inferring concluding, extrapolating, interpolating, predicting (e.g. a studentmay be given three physics problems, two involving one principleand another involving a different principle and ask to state theunderlying principle or concept the student is using to arrive at thecorrect answer.)

6

2.6. Comparing contrasting, mapping, matching (e.g. Compare historical events tocontemporary situations)

2.7. Explaining constructing models (e.g. the students who have studied Ohm’s laware asked to explain what happens to the rate of the current when asecond battery is added to a circuit.)

3. Apply Carry out or use a procedure in a given situation3.1. Executing Carrying out (e.g. Prepare Trading and Profit and loss Account from

the Trial Balance given and find out the net profit.)3.2. Implementing using (e.g. Select the appropriate given situation where Newton’s

Second Law can be used)4. Analyse Break material into its constituent parts and determines how the

parts relate to one another and to an overall structure or purpose4.1. Differentiating discriminating, distinguishing, focusing, selecting (e.g. distinguish

between relevant and irrelevant numbers in a mathematical wordproblem)

4.2. Organising finding coherence, integrating, outlining, parsing, structuring (e.g. thestudents are asked to write graphic hierarchies best corresponds tothe organisation of a presented passage.)

4.3. Attributing deconstructing (e.g. determine the point of view of the author of anessay in terms of his or her ethical perspective)

5. Evaluate Make judgements based on criteria and standards5.1. Checking coordinating, detecting, monitoring, testing (e.g. after reading a report

of a chemistry experiment, determine whether or not the conclusionfollows from the results of the experiment.)

5.2. Critiquing judging (e.g. Judge which of the two methods is the best way to solvea given problem)

6. Create Put elements together to form a coherent or functional whole;reorganize elements into a new pattern or structure

6.1. Generating hypothesizing (e.g. suggest as many ways as you can to assure thateveryone has adequate medical insurance)

6.2. Planning designing (e.g. design social intervention programmes forovercoming excessive consumerism)

6.3. Producing constructing (e.g. the students are asked to write a short story basedon some specifications)

Considering the intellectual level of learners, while setting the question paper;1. 60% weight may be given to thinking skills used for factual and conceptual

attainment and2. 40% weight may be given to thinking skills for conceptual generation (higher thinking

skills has to be ensured in this category). Thinking skills for conceptual generationmeans thinking skills needed for elaborating the concepts.

Refer the range of thinking skills given above. We can include the thinking skills no.1.1 to3.2 (11 processes) under first category and 4.1 to 6.3 (8 processes) under second category.

7

Term Month Name of Chapters Periods Weightto unit

I June 1Chap.1 Introduction(Micro Economics) 8 3

Chap.1 Introduction(Macro Economics) 8 3

Chap.2 Theory of consumer behaviour 16

July Chap.2 Theory of consumerbehaviour (contd…) 8(16+8=

24) 9

August Chap.2 National Income Accounting 24 9

Sept Chap.3 Money and banking 20 6

Chap.4 The theory of firm under perfectcompetition 12

II Oct Chap.4 The theory of firm under perfect 8(12+8competition(contd…) = 20) 7

Chap.4 Income determination 24 8

Nov Chap.5 Market equilibrium 18 6

Chap.5 The government budget andthe economy 14

Dec Chap.5 The government budget and theeconomy(contd…) 10(14+10 8

=24)Chap.6 Non competitive markets 10

III Jan Chap.6 Non competitive markets 10(10+10 8(contd…) =20)Chap.6 Open economy macroeconomics 22 6

PLUS TWO ECONOMICSScheme of Work

1. If the price of commodity 'x' increases,the quantity demanded of commodityof also increases, then the commodity xand y area) Complementary goodsb) Substitutesc) giften goodsd) Inferior goods (1)

2. MPC + MPS is always equal to.....a) Zerob) Less than onec) Oned) Greater than one (1)

1. 'x' F∂ km[-\-Øns‚ hne h¿≤n-°p-

tºmƒ 'y' F∂ km[-\-Øns‚ tNmZ-\-

Øn≥sd Afhv h¿≤n-°p-I-bm-sW-¶n¬ xDw y Dw

a) ]qc-I-h-kvXp-°ƒ

b) {]Xn-ÿm-]\ hkvXp-°ƒ

c) Kn^≥ KpUvkv

d) C≥ô-cn-b¿ KpUvkv (1)

2. MPC + MPS Ft∏mgpw ...................... \v Xpey-

am-bn-cn°pw

a) ]qPyw

b) H∂n¬ Ipdhv

c) H∂v

d) H∂n¬ IqSp-X¬ (1)

Reg. No: ............................Name : ..............................Higher Secondary Education

ECONOMICSSample Question Paper -I

Maximum : 80 ScoreTime: 2 ½

hrsCool off time : 15 mts

General Instructions to candidates:• There is 'Cool off time' of 15 minutes in addition to the writing time of 2 hrs.• You are neither allowed to write your answers nor to discuss anything with others during the 'cool off time'.• Use the 'cool off time' to get familiar with questions and to plan your answers.• Read the questions carefully before answering• All questions are compulsory and only internal choice is allowed.• When you select a question, all the sub-questions must be answered from the same question itself.• Calculations, figures and graphs should be shown in the answer sheet itself.• Malayalam version of the questions is also provided.• Give equations wherever necessary• Only nonprogrammable calculators are allowed in the Examination Hall.s]mXp-\n¿t±-i-ßƒ

• \n¿±njvS ka-b-Øn\v ]pdsa 15 an\n v́ "Iqƒ Hm v̂ ssSw' D≠m-bn-cn-°pw. Cu ka-bØv tNmZy-ßƒ°vDØcw Fgp-Xmt\m, a‰p-≈-cp-ambn Bibw hn\n-abw \S-tØmt\m ]mSn-√.

• DØ-c-ßƒ Fgp-Xp-∂-Xn\v apºv tNmZy-ßƒ {i≤m-]q¿Δw hmbn-°-Ww.

• F√m tNmZy-ßƒ°pw DØcw Fgp-X-Ww.

• Hcp tNmZy-\-º¿ DØ-c-sa-gp-Xm≥ sXsc-s™-SpØv Ign-™m¬ D]-tNm-Zy-ßfpw AtX tNmZy-\-º-cn¬ \n∂v Xs∂ sXsc-s™-Sp-t°-≠-Xm-Wv.

• IW°v Iq -́ep-Iƒ, Nn{X-ßƒ, {Km^p-Iƒ, F∂nh DØ-c-t]-∏-dn¬Øs∂ D≠m-bn-cn-°-Ww.

• Bh-iy-ap≈ ÿeØv ka-hm-Iy-ßƒ sImSp-°Ww

• tNmZy-ßƒ ae-bm-f-Ønepw \¬In-bn-́ p-≠v.

• t{]m{Km-ap-Iƒ sNøm-\m-ImØ Im¬°p-te-‰-dp-Iƒ am{Xta ]co-£m-lm-fn¬ D]-tbm-Kn-°m≥

]mSp-≈q.

HSE IIMarch 2016

9

3. Which of the following do not fall into'Capital receipts'a) Loans from RBIb) Loans from the Publicc) Receipts from the sale of share of

PSUsd) Loans to the state governments (1)

3 Xmsg ]d-bp∂hbn¬ aqe-[-\-h-c-hn¬s]-Sm-

ØXv GXv?

a) RBI ˛¬ \n∂p≈ hmbv]

b) s]mXp-P-\-ß-fn¬ \n∂p≈ hmbv]

c) PSU s‚ Hmlcn hnev]-\-bn¬

\n∂p≈ hchv

d) kwÿm\ Kh¨sa‚p-Iƒ°p≈ hmbv]

(1)

4. In the diagramMovement from A to B denotes that

a) Moving from fuller utilization tounder utilization

b) Such a movement has noopprotunity lost

c) A natural calamity has occured in thecountry.

d) Such movement has highopportunity lost (1)

5. Write down any two Central Problemsfaced by an economy (2)

6. A household's monthly consumption ofrise fell down from 12 Kg to 10 kg asthe price of rise increased from Rs. 30to Rs. 40. Calculate the price elastcitydemand for rise and analyse its impacton total monthly expenditure ofhousehold (5)

4. Nn{X-Ønse F bn¬ \n∂pw _n bnte-

°p≈ am‰w kqNn-∏n-°p-∂Xv

a) ]q¿Æ D]-tbm-K-Øn¬ \n∂pw A]q¿Æ

D]-tbm-K-Øn-te-°p≈ am‰w kqNn-∏n-°p-

∂-Xv.

b) CØcw am‰-Øn\p Ah-kc Nnehv C√

c) cmPyØv {]IrXn Zpc¥w kw -̀hn-®n-cn-°p-

∂p.

d) CØcw am‰-Øn\v Ah-k-c-Nn-ehv IqSp-

X¬ BWv. (1)

5. Hcp kºZv hyhÿ t\cn-Sp∂ GsX-¶nepw

c≠p {]iv\ßƒ Fgp-XpI (2)

6. Acn-bpsS hne 30 cq]-bn¬ \n∂pw 40 cp]q-

bn-te°v Db¿∂-t∏mƒ Hcp IpSpw-_-Øns‚

Acn-bpsS amk D]-t`mKw 12 In.{Kmw ¬

\n∂pw 10 In.{Kmw Bbn Ipd-™p. Acn-bpsS

tNmZ-\-Øns‚ hne Cem-kvXn-IX IW-°m-

°pI? CXp-aqew IpSpw-_-Øns‚ amk-sN-e-

hn -ep -≠mb {]Xym-LmXw hni-I-e\w

sNøpI. (5)

A

B C

Ngood 2

M

good 1

10

7. Draw the diagram and explain the pricedetermination under perfect compeli-tion with the situation of free entry andunit. (2)

8. Match the followingA B

a) Slope of indifference - P = AVCcurve

b) Break even point - M/h

c) Shutdown point - Net NationalProduct

d) GNP - Depreciation - Marginal rateof substitution

e) Money multiplies - Normal profit(5)

9. In a rural tomato market only threeconsumers are there.Demand functions of there threeconsumers are given belowConsumer 1 - d1 (p) = 15 - P

0 ≤ Ρ ≤ = 15Consumer 2 - d2 (p) = 20 - P

0 ≤ Ρ ≤ = 20Consumer 3 - d3 (p) = 25 - P

0 ≤ Ρ ≤ = 25⎯ from the above information derive

market demand function and a marketdemand schedule for prices 5, 10, 15, 20

(3)10. Distinguish between transaction motive

and speculative motive of demand formoney (2)

11. 'A change in the value marginalpropensity to import will influence theopen econ,y multiplies' Explain (3)

12. Identify the three factors that will affectthe supply curve of the firm (3)

7. ]q¿Æ InS-a¬kc hn]-Wn-bnse kzX{¥

BK-a-\hpw ]pd-Øp-t]m-Iepw D≈ kml-N-

cy-Øn¬ hne \n›-bn-°p-∂Xv Fßs\

F∂v Ub{Kw hc®v hni-Z-am-°p-I. (2)

8. tNcpw-]Sn tN¿°p-I.

F _n

F) \nkw-KXm h{I-Øns‚ Ncnhv ˛ P = AVC_n) t{_°v Cuh≥ t]mbn‚ v ˛ M/hkn) j v́ Uu¨ t]mbn‚ v ˛ A‰ tZiob

Dev]∂w

Un) GNP tXbvam\ sNehv ˛ koam¥ {]Xn-

ÿm-]\

\nc°v

C) ]W KpWIw ˛ km[m-c-W-

em`w

9. Hcp {KmaoW X°mfn hn]-Wn-bn¬ aq∂p

D]-t`m-‡m-°-fmWv D≈-Xv. Hmtcm-cp-Ø-cp-

tSbpw tNmZ\ [¿Ω-ß-fp-amWv Xmsg sImSp-

Øn-cn-°p-∂-Xv.

D]-t`m-‡mhv 1 ˛ d1 (p) = 15 - P0 ≤ Ρ ≤ = 15

D]-t`m-‡mhv 2 ˛ d2 (p) = 20 - P0 ≤ Ρ ≤ = 20

D]-t`m-‡mhv 2 ˛ d3 (p) = 25 - P 0 ≤ Ρ ≤ = 25-

apI-fn¬ \¬Inb kqN-I-ß-fpsS ASn-ÿm-\-

Øn¬ Itºmf tNmZ\ [¿Ωhpw 5,10,15, 20 F∂o

hne-Iƒ°v Itºmf tNmZ-\-]-ń-Ibpw Xbm-dm-

°pI. (3)

10. ]W tNmZ-\-Øns‚ {Sm≥km-£≥ tamóhpw

kvs]Iyp-te-‰ohv tamóhpw F¥m-sW∂v

hy‡-am-°p-I. (2)

11. koa¥ Cd-°p-aXn {]h-W-X-bn¬ D≠m-Ip∂

am‰w Xpd∂ kºZv hyh-ÿ-bpsS KpW-I-

sØ Fßs\ kzm[o-\n-°p-∂p. hni-Z-am-°pI.

(3)

12. Hcp hyh-km-bnI bqWn-‰ns‚ {]Zm-\-h-

{IsØ kzm[o-\n-°p∂ aq∂p LS-I-ßƒ

Is≠-ØpI (3)

11

13. As a economics student you observedthat the price of sugar is increasing. Youare asked to find out a method to controlthe high price of sugar in thegovernment intervention methods youstudied such as minimum price andmaximum price which one would yousuggest? Explain (3)

14. a. The perfectly competitive markets, aproduction and sale of a larger quantityof the commodity, compared to amonopoly frim'Substantiate yours views will suitablediagram? (8)b. 'Profit maximisation is one of thegoals of the firms 'Analyse the twodifferent ways that are used to find outa firms profit maximising level ofoutput?

15. From the statements given below choosethe correct onea. When the elasticity of demand curve

is less than one, the total revenue ismaximum

b. When the exasticity of demand curveis greater than one the total revenueis decreasing.

c. When marginal revenue is zero, totalrevenue is maximum

d. When marginal revenue is negativetotal revenue will be increasing (1)

16. Trade deficit isa. export > Importb. government revenue > government

expenditurec. Import > Exportd. government expenditure>

government revenue(1)

13. Hcp kmº-ØnI imkv{X hnZym¿∞n F∂

\ne-bn¬ \nßƒ ]©-km-c-bpsS hne h¿≤-

\hv \nco-£n-°p-∂p. CXns\ \nb-{¥n-°p-hm-

\p≈ am¿Kw \nß-tfmSv Bh-iy-s∏-Sp∂p.

Kh¨sa‚ v CS-s]-S-ep-I-fmb Xd-hn-e, hne-

]-cn[n F∂n-h-bn¬ GXmWv \nßƒ \n¿t±-

in-°pI? hni-Zo-I-cn-°p-I. (3)

14. F. "]q¿Æ-InS a¬kc hn]Wn IpØI

hn]-Wn-tb-°mfpw IpSp-X¬ Af-hn¬ Hcp

hkvXp Dev]m-Zn-∏n-°p-Ibpw hn¬°p-Ibpw

sNøp-∂p.

Ub-{K-Øns‚ klm-b-tØmsS \nß-fpsS

ImgvN-]m-Sp-Iƒ km[q-I-cn-°n-I.

As√-¶n¬

_n. ]c-am-h[n em`-ap-≠m-°p-I-bmWv hyh-

km-bnI bqWn-‰ns‚ e£y-ß-fn¬ H∂v ]c-

am-h[n em`-ap-≠m-°p∂ Dev]-∂-ß-fpsS

Afhv \n¿Æ-bn-°p∂ c≠p coXn-Iƒ hnh-

cn-°p-I. (8)

15. Xmsg \¬In-bn-cp∂ {]kvXm-h-\-I-fn¬ icn-

bm-bXv sXsc-s™-SpØv Fgp-Xp-I.

F. tNmZ\ h{I-Øns‚ Cem-kvXn-IX H∂n¬

Ipd-hm-Ip-tºmƒ samØ hcp-am\w ]c-am-h-

[n-bn¬ FØp-∂p.

_n. tNmZ-h-{I-Øns‚ Cem-kvXn-IX H∂n¬

IqSpX¬ BIp-tºmƒ samØ hcp-am\w Ipd-

bp-∂p.

kn. koam¥ hcp-am\w ]qPy-am-Ip-tºmƒ samØ

hcp-am\w ]c-am-h-[n-bn¬ FØp-∂p.

Un. koam¥ hcp-am\w EWm-fl-I-am-Ip-tºmƒ

samØ hcp-am\w h¿≤n-°p-∂p. (1)

16. hym]mc IΩn F∂Xv

F. Ib-‰p-aXn > Cd-°p-aXn

_n.Kh¨sa‚ v hcp-am\w > Kh¨sa‚ v sNehv

kn. Cd°paXn > Ib‰paXn

Un. Kh¨sa‚ v sNehv > Kh¨sa‚ v

hcp-am\w (1)

12

17. An imposition of minimumprice willhavea. Excess Supplyb. Excess demandc. Reduction in priced. Reduction in cost of production (1)

18. Even if the output is zero, some costsincurred such costs are known as ..... (1)a. Fixed lostb. Variable costc. Marginal lostd. Average cost (1)

19. A wheat producer who is operatingunder the perfect competition earns arevenue of Rs. 20 each for every unit hesells in the market. Using the aboveinformation fill the table below. (3)

Q T.R. A.R. M.R.1.2.3.4.5.

20. Differentiate exante Investment andexposte investment ? (2)

21. "Bank rate policy is one of the importanttools used by the RBI to tackle inflation'Explain (3)

22. The table shows the changes in outputwhen a farmer increased the number oflabours in his land. Identify and explainthe economic principle shown in thistable (3)

17. Xd-hne \n›-bn-°p-tºmƒ Xmsg-∏-d-bp-∂-

h-bn¬ GXmWv kw -̀hn-°p-I.

F. A[nI {]Zm\w

_n.A[nI tNmZ\w

kn. hne-Ip-dhv

Un. Dev]m-Z\ sNehv Ipdhv

(1)

18. Dev]m-Z\w ]qPywamsW-¶nepw Nne sNe-

hp-Iƒ D≠v. CØcw sNe-hp-I-fm-Wv.

(1)

F. ÿnc sNehv

_n. thcn-b-_nƒ sNehv

kn. koam¥ sNehv

Un. icm-icn sNehv (1)

19. ]q¿Æ-InS a¬k-c-Øn-ep≈ Hcp tKmXºp

Dev]m-Z-I≥ Xm≥ hnev°p∂ Hmtcm bqWn-

‰n\pw 20 cq] \nc-°n¬ t\Sp-∂p. CXns‚

ASn-ÿm-\-Øn¬ NphsS sImSp-Øn-cn-°p∂

]ńI ]q¿Øn-bm-°pI? (3)Afhv BsI icm-icn koam¥

hcp-am\w hcp-am\w hcp-am\w

1

2.

3.

4.

5.

20. FIvkm≥sU \nt£]w FIvkvt]mÃv#

\nt£]w F∂n-h hy‡-am-°p-I. (3)

21. "_m¶v \nc°v \bw RBI bpsS ]W-s]-cp∏w

\nb-{¥n-°p-∂-Xn-\p≈ {][m\ D]-I-c-W-

ßfn¬ H∂m-Wv. hni-Z-am-°p-I. (3)

22. Hcp I¿j-I≥ Xs‚ ÿeØv sXmgn-em-fn-I-

fpsS FÆw h¿≤n-∏n-®-t∏mƒ Dev]m-Z-\-

Øn¬ h∂ am‰-amWv ta¬ ]ń-I-bn¬ kqNn-

∏n-®n-cn°p∂-Xv. ]ńI kqNn-∏n-°p∂ kmº-

ØnI imkv{X-XXzw GXmWv? hni-Zo-I-cn-

°pI (3)

13

Land in acres Labour T.P. M.P.

1. 1 10 10

1 2 30 20

1 3 45 15

1 4 52 7

1 5 52 0

1 6 48 4

23. analyse threea. Methods of calculating national

income? (8)OR

b. From the data given belowCalculate Personal Income (PI) andPersonal disposible income

GDP at market price = 20,000 NetIncome from abroad -1800Depreciation - 2000Indirect taxes - 1850Undistributed profit 1500Corporate Tax 1750Interest receivedby the households 2000Interest paid by households 1500Transfer Income 500Personal Tax 750 (8)

24. Identify, the two salient features of greatdepression (2)

25. Prepare aNote on multiplier mechanism andeffective demand principle (6)

26. Evaluate any three means of deficitreduction? (6)

27. With the help of the diagram analysehow the flexible exchange rate isdetermined in a free market (3)

23. tZio-b-h-cp-am\w IW-°m-°p-hm-\p≈ aq∂p

coXn-Iƒ hni-I-e\w sNøpI (8)

As√¶n¬

Xmsg sImSp-Øn-cn-°p∂ hnh-c-ßƒ D]-tbm-

Kn®v t]gvk-W¬ C≥Iw (]n.sF) hpw

t]gvk-W¬ Unkvt]m-kn-_nƒ C≥Ihpw

IW-°m-°p-I.

Pn.Un.]n Itºmf hne-bn¬ 20,000

hntZ-i-Øp-\n-∂p≈ A‰

hcp-am\w 1800

tXbvam\ sNehv 2000

]tcm£ \nIpXn 1850

k_vkn-Un-Iƒ

hnX-cWw sNømØ em`w 1500

tIm¿]-td‰v \nIpXn 1750

IpSpw-_-ßƒ°v e`n® ]eni 2000

IpSpw-_-ßƒ \¬Inb ]eni 1500

{Sm≥kv̂ ¿ hcp-am\w 500

hy‡n-KX \nIpXn 750

24. BtKmf kmº-ØnI amμy-Øns‚ c≠p khn-

ti-j-X-Iƒ Fgp-XpI (2)

25. aƒń-π-b¿ sa°m-\n-kw, C -̂IvSohv Unam‚ v

{]n≥kn-∏ƒ F∂n-hsb kw_-‘n®v Ipdn∏p

Xbm-dm-°p-I. (6)

26. sU^n-kn‰v dnU-£-\p≈ aq∂p am¿K-ßƒ

hne-bn-cp-ØpI (6)

27. Ub-{K-Øns‚ klm-b-tØmsS Fß-s\-

bmWv ^vfIvkn-_nƒ FIvk-tN©v \nc°v

kzX{¥ hn]-Wn-bn¬ Is≠-Øp-∂-sX∂v

hni-Z-am-°pI? (3)

14

WEIGHT TO CONTENT & LEARNING OUTCOMES

No. Unit LOs Score Percentage

1 Introduction micro economics 3 42 Theory of Consumer behaviour 9 113 Production and cost 7 94 Theory of firm under perfect competition 6 75 Market Equilibrium 6 76 Non competitive Markets 9 117 Introduction Macro economics 2 38 National Income Accounting 9 119 Money and Banking 7 910 Income determination 8 1011 The Government budget and economy 7 912 Open economy Macro economics 7 9

Total 80 100

No. Thniking Skills Score Percentage

1 For conceptual attainment 48 602 For conceptual generation 32 40

Total 80 100

WEIGHT TO THINKING SKILLS

No. Type No. of Questions Score Percentage

1 Objective 8(13) 13(1x13) 162 Short Answer 15 8(2x4) 62

15(3x5)16(4x4)10(5x2)

3 Essay 2 18(6x3) 22Total 23 60 100

WEIGHT TO FORM OF QUESTIONS

15

Thinking skills Conceptual attainment Conceptual generation

Units Ob SA Essay Ob SA Essay Total.

1 Introduction to MicroEconomics 1(1) 1(3) 4

2 Theory of Consumerbehaviour 1(5) 1(5) 10

3 Production and cost 1(1) 1(3) 1(3) 7

4 Theory of deom under 3(1) 1(3) 6perfect competition

5. Market equilibrium 1(1) 1(2), 61 (3)

6 Non-competitive Markets 1(1) 1(8) 9

7 Introduction MacroEconomics 1(2) 2

8 National income 1(1) 1 (8) 9Accounting

9 Money and Banking 1(3) 1(2) 71 (2)

10 Income of deterimination 2 (1) 1(6) 8

11 The Government budgetand economy 1(1) 1(6) 7

12 Open economy market" 1(1) 2(3) 7Macro economics

Total 12 35 10 22 80

BLUE PRINT

16

1 Substitutes 1 1

2 1 1 1

3 Loans to the state government 1 1

4 Such a movement has no opportunity cost 1 1

5 What to produce How to produce 2 2

6 Calculation of ped 3Analysing the effect 2 5

7 diagram 1 2explaination 1

8 Slope of indifference curve - MarginalRate of substitution 1break even point - Normal Profit 1shut down point - P AVC 1 5gnp - depreciation NNP 1money multiplies - M/H 1

9 For constructing market demand schedule 3 3

10 Transaction motive 1Speculation motive 1

11 Equation 1Explanation 2

12 Taxes and subsidies 1Technology 1 3Input process 1

13 Maximum price/ceiling price 1Explanation` 2 3

14 Diagram 4Explanation 4ORTC of TR Approach 4 8MC at MR Approach 4

15 when marginal Revenue in zero total Revenue is maximum 1

16 Import > expert 1

17 excess supply 1

18 Fixed cost 1

19 Completion of TR (1) ARt (1) MR (1) 3


SCORING Key

17

20 Execute 1 2Export 1

21 Define Bank rate 1Explanation 2 3

22 Identify the theory 1Explanation 2 3

23 Three methods x 2 6Conclusion 2ORPersonal Income Equation 2 8Calculation 4Personal Disposable Income 2

24 Any two features 2 2

25 Multiplies Mechanism 3affective demand principles 3 6

26 Explanation any three method methods 3Evaluation of these method 3 6

27 Diagram 2Explanation 1 3

Total Marks


18

Sl. Content/Units LO Specific Form of Score TimeNo. thinking Skills Questions


2 10 Recalling Objective 1 1


4 1 Analyse Objective 1 1

5 1 Explains SA 2 1

6 2 Evaluate SA 5 1

7 5 Compare SA 2 1

8 4,4,4,8,10 Organising Objective 5 1

9 2 Executing SA 3 1

10 9 Compare SA 2 1





15 6 Distinguishing Objective 1 1




19 3 Analyse SA 3 8

20 9 Compare SA 2 6


22 3 Analyse SA 3 6

23 8 Analyse Essay 8 6



26 11 Evaluate SA 6 6


Total 120 minutes

QUESTION BASED ANALYSIS

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