Bees don’t
just make
honey!
Feedback on exam
practice
Aims of Revision Guide
• For you to understand the exam board
marking criteria – so that you can boost
your marks/grades.
• To further your understanding of K, Ap, An &
Ev skills needed
• To show you the range of terminology that
you have covered and NEED to use in your
answers!
• Essential to include diagrams where
relevant!
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1)
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“As a result almond prices are soaring to over
$3 per pound.” With reference to the data and
using a supply & demand diagram, explain
why this happened. (7 marks)
Diagram…. Must show
Worth 3
original equilibrium (1)
marks
Inward shift in S (1)
New equilibrium (1)
Movements on axis (-1 if not present)
• LABEL ALL CURVES! – no labels = no
marks!
3
1)
“As a result almond prices are soaring to over
$3 per pound.” With reference to the data and
using a supply & demand diagram, explain
why this happened. (7 marks)
• Explanation…. Must
explain why prices
rise – using ec
theory …
• Ec theory
• Too much waffle –
re-using case study
story
• Consumer surplus:
show on diagram
What does
this look
like?
• Market shortage:
show on diagram
• Ec pressures due to
shortage means
that prices do rise!
4
2.
Comment on the likely elasticity between almonds
and hazelnuts. (4 marks)
• Cross price elasticity – identify key
elasticity & define/formula (1)
• Substitutes for each other (1)
• Positive elasticity (1)
• Because – written explanation ideally
using ‘numerical’ example… (1)
5
3.
What can you learn from the passage about the
price elasticity of supply for crops? (5 marks)
• PeS formula or definition (1)
• Inelastic PeS (1)
• Reason … because …(1)
• Diagram showing an inelastic S curve – show
the effect (1)
• EVALUATION…. 2 marks….
• Time it takes to recover from the mite – might
make the PeS more inelastic
• Impact of mite on industry in long run – if bee
keepers
6
4.
Assess the likely impact of the rise in price of
almonds for consumers of confectionary products.
(10 marks)
• What do you think ‘assess’
means?
• …to what extent will there be an
impact????
7
4.
Assess the likely impact of the rise in price of
almonds for consumers of confectionary products.
(10 marks)
• Impact = higher costs (1) which will be most likely
passed onto consumers as higher prices (1)
Knowledge &
Application =
6 marks max
• Derived demand – not many people D almonds –
but they are needed for other goods – i.e.
complementary link between the two goods.
• Impact on D for hazelnuts (1) – show on diagram,
 D(3)
• Impact could be a substitution effect (1) as
consumers swap to alternative products
• and/or an income effect (1) if they continue to
consume … but lesser quantities (1)
Evaluation = 4
marks
8
4.
Assess the likely impact of the rise in price of
almonds for consumers of confectionary
products. (10 marks)
• Reference to consumer surplus (1) and
diagram (3)
Knowledge &
Application =
6 marks max
• Reference to producer surplus (1) and
diagram (3)
• Or higher costs may be absorbed by the
business and a fall in profits (1) for the
businesses, which could mean an incentive
to work more productively efficient (1) – or
cut back on other costs e.g. labour (1) – so
the price might stay the same….
Evaluation = 4
marks
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EVALUATION
4 marks – need to show
judgement – assess the
impact……. (2 marks per
comment developed)
• Depends on the PeD elasticity whether
consumers would react to the change in price,
whether the brand name/customer loyalty will
help/advertising
• Depends on the YeD – whether a normal or
luxury good
• Depends on how easy it is to substitute almonds
in the recipe!
• CPeD diagram… depends on the elasticity and
how close other substitutes are (hazelnuts)
• Depends on the level of competition in the
confectionary market …
• Depends on the frequency of the purchase of
the good – links to elasticity PeD & YeD
10
5.
Evaluate two other likely consequences of the
spread of the varroa mite in bees. (10 marks)
• Increase in mite = needs more investment in ‘cure’ –
an increase in cost which further reduces S
Knowledge &
Application =
6 marks max
• Possible extinction – need to look at alternatives
• Increase in the price of hives rentals – due to increase
D – a further increase in costs – less incentive to S
honey! (Diagram…) CPeD – complementary products.
• Less bees = less honey
• Less cross pollination for other crops – mainly fruit –
means more imports into the country
Evaluation = 4
marks
• Increase in investment in scientific research to find
cure.
11
6.
Assess the likely success of a state subsidy for
honey production (12 marks)
• Up to 3 marks for a written
explanation
• 1 mark per relevant point + 2 for
development
Knowledge &
Application =
6 marks max
• 3 marks for relevant diagram
Evaluation = 6
marks
• 6 marks for evaluation
12
6.
Assess the likely success of a state subsidy for
honey production (12 marks)
• Subsidy = increase
in supply (1)
• Diagram to show
this (3)
• Relevant points
include
• Income for
beekeepers to
invest in replacing
bee stock/hives
Knowledge &
Application =
6 marks max
• Subsidy will help
them ‘cover’ the
increase in costs
• Might encourage
new beekeepers –
increase supply
Evaluation = 6
marks
13
6.
Assess the likely success of a state
subsidy for honey production (12 marks)
• Evaluation issues…
• Opportunity costs – is it right to
subsidise the beekeepers or should
the govt invest in scientific research?
Knowledge &
Application =
6 marks max
• If no cure a subsidy won’t help as bees
will eventually be extinct!
• How likely is it that new beekeepers
will start up in business - very
specialised work.
Evaluation =
6marks
14
Overall – key skills
• You need to start with definitions or
formulas more!
• Vital to label diagrams
clearly/accurately.
• Must read over the elasticity issues –
its not just the calculations but
application as well.
• Evaluation marks – to gain B & A’s.
15
A*’s for the future
• In your 1st exam – you need to
get into the 80% UMS this year
in both papers
• In A2 – need to be in the 90%
UMS boundaries
• RESIT marks don’t count for an
A*!
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