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CLASS XI

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ECONOMICS

CBSE

SAMPLEPAPERSSAMPLESAMPLEPAPERSPAPERS

135.00

2017

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CLASS—XI (ECONOMICS)PAPER 1 3 HOURS 90 MARKS

Units Marks Periods

Part A: Statistics for Economics

1. Introduction13

7

2. Collection, Organisation and Presentation of Data 27

3. Statistical Tools and Interpretation 27 66

40 100Part B: Indian Economic Development

4. Development Experience (1947-90) 13 18and Economic Reforms since 1991 12 16

5. Current Challenges facing Indian Economy 15 606. Development Experience of India - A Comparison

with Neighbours (OTBA) 10 14

Theory Paper (40 + 50 = 90 marks) 50 108

Part C: Project Work 10 12

Note: The question paper will include a Section on Open Text Based Assessment (OTBA) of10 marks from unit-6 of Part-B. From this unit, no other questions will be asked in the theoryexamination. The OTBA will be asked only during the annual examination to be held in theMarch 2016. The open text material on the identified unit will be supplied to students inadvance. The OTBA is designed to test the analytical and higher order thinking skills ofstudents.

PART A: STATISTICS FOR ECONOMICSIn this course, the learners are expected to acquire skills in collection, organisation and presentationof quantitative and qualitative information pertaining to various simple economic aspectssystematically. It also intends to provide some basic statistical tools to analyse, and interpret anyeconomic information and draw appropriate inferences. In this process, the learners are also expectedto understand the behaviour of various economic data.

Unit 1: Introduction 07 PeriodsWhat is Economics?Meaning, scope and importance of statistics in Economics.

Unit 2: Collection, Organisation and Presentation of data 27 PeriodsCollection of data: sources of data—primary and secondary; how basic data is collected; withconcepts of sampling; methods of collecting data; Some important sources of secondary data :Census of India and National Sample Survey Organisation.Organisation of Data: Meaning and types of variables; Frequency Distribution.Presentation of Data: Tabular Presentation and Diagrammatic Presentation of Data:(i) Geometric forms (bar diagrams and pie diagrams), (ii) Frequency diagrams (histogram, polygonand ogive) and (iii) Arithmetic line graphs (time series graph).

SYLLABUS

Unit 3 : Statistical Tools and Interpretation 66 Periods(For all the numerical problems and solutions, the appropriate economic interpretation may beattempted. This means, the students need to solve the problems and provide interpretation for theresults derived.)Measures of Central Tendency—mean (simple and weighted), median and mode.Measures of Dispersion—absolute dispersion (range, quartile deviation, mean deviation andstandard deviation); relative dispersion (co-efficient of range, co-efficient of quartile-deviation,co-efficient of mean deviation, co-efficient of variation); Lorenz Curve; Meaning, constructionand its application.Correlation—meaning, scatter diagram; Measures of correlation—Karl Pearson’s method (twovariables ungrouped data) Spearman’s rank correlation.Introduction to Index Numbers—meaning, types—wholesale price index, consumer price indexand index of industrial production, uses of index numbers; Inflation and index numbers.

PART B: INDIAN ECONOMIC DEVELOPMENT

Unit 4: Development Experience (1947-90) and Economic Reforms since 1991: 18 PeriodsA brief introduction of the state of Indian economy on the eve of independence. Common goals ofFive Year Plans.Main features, problems and policies of agriculture (institutional aspects and new agriculturalstrategy, etc.), industry (industrial licensing, etc.) and foreign trade.Economic Reforms since 1991: 16 PeriodsNeed and main features-liberalisation, globalisation and privatisation; An appraisal of LPG policiesUnit 5: Current Challenges facing Indian Economy: 60 PeriodsPoverty—absolute and relative; Main programmes for poverty alleviation; A critical assessment;Rural development; Key issues—credit and marketing-role of cooperatives; agriculturaldiversification; alternative farming—organic farming.Human Capital Formation : How people become resource; Role of human capital in economicdevelopment; Growth of Education Sector in India.Employment; Formal and informal, growth and other issues; Problems and policiesInflation: Problems and policies.Infrastructure: Meaning-and Types: Case Studies: Energy and Health: Problems andPolicies—A critical assessment;Sustainable Economic Development: Meaning, Effects of Economic Development on Resourcesand Environment, including global warming.

Unit 6: Development Experience of India: (OTBA) 14 PeriodsA comparison with neighboursIndia and PakistanIndia and ChinaIssues: growth, population, sectoral development and other developmental indicators.

PART C: DEVELOPING PROJECTS IN ECONOMICS 12 periods

The students may be encouraged to develop projects, as per the suggested project guidelines. Casestudies of a few organisations/outlets may also be ecouraged.Under this the students will do only one comprehensive project using concepts from both part Aand part B.Some of the examples of the projects are as follows (they are not mandatory but suggestive):

(i) A report on demographic structure of your neighbourhood;(ii) Changing consumer awareness amongst households.

(iii) Dissemination of price information for growers and its impact on consumers.(iv) Study of a cooperative institution: milk cooperatives, marketing cooperatives, etc.(v) Case studies on public private partnership, outsourcing and outward Foreign Direct

Investment.(vi) Global warming.(vii) Designing eco-friendly projects applicable in school such as paper and water recycle.The idea behind introducing this unit is to enable the students to develop the ways and means bywhich a project can be developed using the skills learned in the course. This includes all the stepsinvolved in designing a project starting from choosing a title, exploring the information relatingto the title, collection of primary and secondary data, analysing the data, presentation of theproject and using various statistical tools and their interpretation and conclusion.

CONTENTS

Sample Question Paper – 1 (Solved) S-1–S-8

Sample Question Paper – 2 (Solved) S-9–S-16

Examination Style Expected Questions (Solved)

Part A: Statistics for Economics 1–70

1. Introduction 2–6

2. Collection, Organisation and Presentation of Data 7–28

3. Statistical Tools and Interpretation 29–67

4. Developing Projects in Economics 68–70

Part B: Indian Economic Development 71– 163

5. Development Policies and Experience (1947–90) 72–101

6. Economic Reforms Since 1991 102–112

7. Current Challenges Facing Indian Economy 113–150

8. Development Experience of India – A Comparison

with Neighbours 151–158

� Value Based Questions 159–163

Model Question Papers for Practice

Model Question Paper – 1 M-1–M-3

Model Question Paper – 2 M-4–M-5

Model Question Paper – 3 M-6–M-7

Model Question Paper – 4 M-8–M-9

Model Question Paper – 5 M-10–M-11

Model Question Paper – 6 M-12–M-13

Model Question Paper – 7 M-14–M-15

Model Question Paper – 8 M-16–M-17

Model Question Paper – 9 M-18–M-19

Model Question Paper – 10 M-20–M-21

S-1

SAMPLE QUESTION PAPER—1 (SOLVED)CLASS–XI (C.B.S.E.)

ECONOMICSTime: 3 Hours Maximum Marks: 80 + 10 = 90

SECTION—A

Q. 1. How is statistics defined in pluralform? 1

Ans. In pural sense, statistics meansquantitative data affected to a market extentby multiplicity of causes.

Q. 2. What is correlation? 1Ans. It means that between two series or

group of data there exists work relation.Q. 3. What is frequency? 1Ans. The number of times a value repeats

itself, that number is called as frequency.Q. 4. What are your reasons for

studying economics? 3Ans. My reasons for studying economics

are:

1. One can understand how to getmaximum satisfaction of our wants with ourlimited resources.

2. Economics helps in studying the currentproblem of the country.

3. One can be a good consumer and agood producer as well.

Q. 5. What is a variable? Distinguishbetween discrete and continuousvariables. 3

Ans. Variable is defined as acharacteristics which is capable of beingmeasured and which changes its value withtime. Discrete variables are those whichincrease in jumps or in complete numberssuch as 1, 2, 3 whereas continuous variables

Note:(i) All questions in both the sections are compulsory.

(ii) Marks for question are indicated against each.(iii) Question No. 1-3 and 13-14 are very short answer questions carrying 1 mark for

each part. They are required to be answered in one sentence each.(iv) Question No. 4-8 and 15-18 are short answer questions carrying 3 marks each.

Answers to them should normally not exceed 60 words each.(v) Question No. 9 and 19-20 are also short answer questions carrying

4 marks each. Answers to them should normally not exceed 70 words each.(vi) Question No. 10-12 and 21-23 are long answer questions carrying

6 marks each. Answers to them should normally not exceed 100 words each.(vii) Answers should be brief and to the point and the above word limits be adhered to as

far as possible.(viii) All parts of a question should be answered at one place.

(ix) There will be internal choice in questions of 3 marks, 4 marks and 6 marks in bothsections (A and B). There will be total 3 internal choices in section A and total 3internal choices in section B.

(x) Two questions of five marks each will be asked from OTBA, which will be suppliedto the school.

S-2 MBD C.B.S.E. SAMPLE PAPERS (XI)

assume a range of values or, in other words,

they are in fractions such as 5' 4",1

19

etc.

Q. 6. What are the advantages ofpresentation of data in tabulation? 3

Ans. (i) By tabulation, unorganised databecomes easy and definite and gives utmostinformation.

(ii) Tabulation makes data comparable.(iii) By tabulation only data analysis

becomes easier and mean, measure ofdispersion and median are calculated.

(iv) Tabulation clearly indicates thefeature of the data.

(v) By tabulation large number of data canbe presented in small place.

Q. 7. Differentiate between quota andconvenient sampling. 3

Ans. Quota Sampling Method: In thismethod, selection of sample is on the jokesof quota. First of all, population is classifiedand then ratio of each group is decided andevery enumerator is told a fixed no. of itemsto be selected from each group.

Suppose, the govt. wants to survey onpopulation, it is asked to survey 500 persons,in which every 100 persons surveyed shouldhave 50 from city, 50 from village. Therefore,in a population of 500, there will be quota of250 from city and 250 from village.

Convenient Sampling: In this method,enumerator has full freedom to select thesample as per his convenience. Like amagazine or newspaper selects a person ofhis choice for interviewing. This method isalso called as check method because the partwhich is taken from the universe is knownas check. This method is less costly, less timetaking and require less efforts.

Q. 8. Write objectives of dispersion. 3Ans. Objectives of Measurement of

Dispersion:

(1) To know about the structure of theseries and to find the distribution of the valuearound the mean.

(2) To determine the average distance ofitem values from the mean of the series.

(3) To verify and certify the amount ofrelation in the series being compared for theirinequalities.

(4) To see that up to what extent the meanis representing the series.

(5) To know and control the nature andreasons of variation is also the objective ofdispersion measure.

OrQ. Average daily wages of 50 workers

of a factory was ` 200 with a standarddeviation of ` 40. Each worker is given arise of ` 20. What is the new average dailywage and S.D ? Have the wages becomemore or less uniform? 3

Ans.Average wages S.D. No. of worker

200 40 50

C.V. = σ × 100X

= 40

×100 = 20200

Now, rise in wages = 20

Total = 50 × 20 = 1000

= 10000 + 1000 = 11000

New Average = 11000

= 22050

OrQ. 9. Write merits and demerits of

median. 4Ans. Merits of Median:(1) It is easy to understand and determine.(2) It is not affected by extreme values.(3) It is definite and clear average.(4) It can be determined by drawing

graphs also.

ECONOMICS S-3

Demerits of Median:(1) It lacks algebraic characteristics

because median is not determined bymultiplying values and no. of item. So, thisis not used in other mathematicalprocesses.

(2) It is an estimated value and not thereal value because it lies in between twovalues.

(3) When there is large difference invalues, median does not represent the series.

(4) To calculate median, series has to bearranged in ascending or descending order,

which is a lengthy process.Or

Q. If mode = 27.78 3Median = 27.73Find Mean.

Ans. As per formulaMode = 3 Median – 2 Mean

⇒ 27.78 = 3 (27.73) – 2 Mean

⇒ 27.78 = 83.19 – 2X

2X = 83.19 – 27.78

2X = 55.41

X = 27.705

Q. 10. Calculate the correlation coefficient between x, y and comment on theirrelationship. 6

X – 3 – 2 – 1 1 2 3Y 9 4 1 1 4 9

Ans. x x2 y y2 xy– 3 9 9 81 – 27– 2 4 4 16 – 8– 1 1 1 1 – 1 1 1 1 1 1 2 4 4 16 8 3 9 9 81 27

Σx = 0 Σx2 = 28 Σx = 28 Σy2 = 196 Σxy = 0

r = x y

∑

∑ ∑2 2

xy

=0

28 × 196

= 0Or

Q. Write merits and demerits of rankdifference method.

Ans.This method has the following merits:1. This method is easier than Karl

Pearson method.2. In case of qualitative and irregular facts

series, this method is important for thecalculation of correlation.

3. Where ranks are given, no values aregiven, this method is employed for findingcorrelation.

4. This method is free of distribution.This method has the following

demerits :1. This method is not so definite.2. This method cannot be used on the

condition when number of items are high.3. This method is applicable only for

individual series and not for frequencydistributions.

MBD Sample Paper Economics 11CBSE (English Medium)

Publisher : MBD GroupPublishers

ISBN : 9789351858935 Author : Panel Of Experts

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