Question booklet 2 - SACE Board of South Australia
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Economics
2021 Sample paper 1
Question booklet 2
• Questions 3 and 4 (35 marks)
• Answer all questions
• Write your answers in this question booklet
• You may write on page 8 if you need more space
• Allow approximately 65 minutes
2
E
PL
M
SA
The external assessment requirements of this subject are listed on page 9.
© SACE Board of South Australia 2021
Copy the information from your SACE label here
CHECK
SEQ FIGURES LETTER BIN
Ref: A984880Ref: A984880
3. The government of Country A is concerned about the growing cost of healthcare resulting from
excessive sugar consumption. The government has asked the Department of Health to investigate
whether sugar consumption in Country A exceeds the maximum levels recommended by world
health experts. Additionally, the department has been asked to investigate the relationship
between soft-drink consumption and health problems in adults.
(a) An extract from the findings of the Department of Health is shown below.
Figure 1: Calories from sugar for females Figure 2: Calories from sugar for males
2 years and over, 2019 (%) 2 years and over, 2019 (%)
Average daily calories
Average daily calories
40 40
from sugar (%)
from sugar (%)
30 30
20 20
10 10
0 0
3
8
13
8
0
0
0
+
3
8
13
8
0
0
0
+
2–
4–
–1
–3
–5
–7
2–
4–
–1
–3
–5
–7
71
71
9–
9–
14
19
31
51
14
19
31
51
Age group (years) Age group (years)
E
Key: 90th percentile median 10th percentile recommended daily maximum
Figure 3: Calories from sugar for adults Figure 4: Average number of teaspoons of
1950 –2019 (%) sugar per 250 mL of beverage, 2019
20 10
PL Number of teaspoons
8
daily calories
15
from sugar (%)
6
Average daily calories
4010 4
sugar (%)
30 2
fromAverage
20 5 0
M
10 water milk 100% energy soft
0 0 fruit juice drinks drinks
0
80
13 0
–1 0
19 990
31 00
51 2 0
00
935
4–96
9–197
14 198
01
–702
18
00
+
–50
21–
–23
71
1
2
Year
Age group (years)
SA
Key: 90th percentile median 10th percentile recommended daily maximum
Figure 5: Sources of added sugar consumed, Figure 6: Relationship between average daily
on average, by adults in Country A, 2019 sugar consumption and health problems
in adults, 2019
Other
17% 120
with health problems per year
Number of adults (x1000)
Soft drinks 100
35%
Dessert 80
9%
60 R 2 = 0.6207
40
Fruit drinks
10% 20
0
Cakes and pastries Sweets 0 20 40 60 80 100
13% 16% Average daily sugar consumption (grams)
page 3 of 9 PLEASE TURN OVER
Ref: A984880(i) ‘Figure 1 and Figure 2 show that there are both similarities and differences in the calories
obtained from sugar for females and males.’
Evaluate this statement.
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(ii) Comment on the information that the R2 value in Figure 6 provides about the relationship
E
between sugar consumption and health problems in adults.
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PL
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M
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(iii) ‘The data and statistics in Figure 1 to Figure 6 support a case for the government of
Country A to implement a policy that specifically targets soft-drink consumption.’
SA
Evaluate this statement.
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page 4 of 9
Ref: A984880(b) The government of Country A, in response to claims that negative consumption externalities
were causing market failure, decided to intervene in the soft-drink market. It considered two
strategies:
• imposing a tax on soft drinks
• providing a subsidy to producers of healthier drinks.
(i) On the diagram below, show the likely effect of imposing a tax on soft-drink producers.
P
S
D
Q
Market for soft drinks
(1 mark)
E
(ii) (1) Explain the likely price elasticity of demand for soft drinks in the short run.
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PL
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M
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(2) Examine one impact of your answer to part (ii)(1) on the possible effectiveness of a
tax on soft drinks.
SA
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(iii) On the diagrams below, show the likely effect of a subsidy to producers of healthier drinks.
P P
S S
D D
Q Q
Market for healthier drinks Market for soft drinks
(2 marks)
page 5 of 9 PLEASE TURN OVER
Ref: A984880(c) The government of Country A chose the strategy of imposing a tax on soft drinks. Refer to the
labelled areas in the model below to assess the government’s rationale for imposing a tax on
soft drinks.
P
S=MPC=MSC
b
a
c d
f
e
MSB D=MPB
Q
Market for soft drinks (pre-tax)
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E
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PL
(d) Three corporations dominate the soft-drink market in Country A.
Using at least two examples, explain how the structure of the soft-drink market can meet the
needs of consumers.
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M
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SA
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page 6 of 9
Ref: A9848804. The government of Country A is reviewing all aspects of its economic management and has
decided to compare its economic conditions to those of a major trading partner, Country B.
Country A Country B
Leakages Injections Leakages Injections
S = 50 Financial sector I = 40 S = 90 Financial sector I = 50
T = 30 Government sector G = 50 T = 80 Government sector G = 100
M = 70 Overseas sector X = 45 M = 110 Overseas sector X = 130
S = savings T = taxation M = imports I = investment G = government X = exports
(a) Explain why planned savings and planned investment are unlikely to be equal.
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E
(b) Compare and contrast the circular-flow information for both countries. In your response,
refer to:
• the impact of different sectors on each economy
PL
• the achievement or non-achievement of equilibrium in each economy
• predicted changes in each economy.
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page 7 of 9 PLEASE TURN OVER
Ref: A984880You may write on this page if you need more space to finish your answers to any of the questions in
this question booklet. Make sure to label each answer carefully (e.g. 3(b)(i) continued).
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page 8 of 9
Ref: A9848802021 SAMPLE ECONOMICS PAPER
The purpose of this sample paper is to show the structure of the 2021 Stage 2 Economics
examination and the style of questions that may be used. The following extract is from the
2021 subject outline for Stage 2 Economics:
EXTERNAL ASSESSMENT
Assessment Type 3: Examination (30%)
Students undertake a 130-minute written examination.
In the examination, students apply their economic thinking to analyse and respond to one or more
economic scenarios.
Students demonstrate economic thinking by applying economic inquiry skills, knowledge, and
understanding of economic concepts, principles, and models in the analysis of and response to
economic scenarios.
The examination consists of short-answer questions, open-ended questions, responses to stimuli,
and extended-response questions. It draws on all skills, knowledge, and understanding of
economic thinking from the core topic:
• economic inquiry skills
• data analysis
• microeconomics
• macroeconomics.
For this assessment type, students provide evidence of their learning primarily in relation to the
following assessment design criteria:
• understanding — U1
• application — A1, A2, A3
• analysis and evaluation — AE1, AE2.
Source: 2021 Economics Subject Outline, Stage 2, on the SACE website, www.sace.sa.edu.au
page 9 of 9 — end of booklet
Ref: A984880Ref: A984880
Ref: A984880
Ref: A984880
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