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Each question carries 1/2 of the total marks for the exam paper. You should aim to
spend about 60 minutes per question.
A foreign language direct ‘Word to Word’ translation dictionary (paper version) ONLY
is permitted. Provided it contains no notes, additions or annotations.
Page 1 of 7
where L(i) is a decreasing function (i.e. ∂L(i)/∂i < 0) and E£e / $ / E£ / $ is the
expected gross rate of depreciation of the home currency .
(b) Show that the above equations can be combined to give the
fundamental equation of the general monetary model:
M UK / M US
E£ / $ =
L(iUK )YUK / L(iUS )YUS
TURN OVER
Find the solution for the exchange rate under this policy, and
draw a time series diagram showing its path from date 0
onwards. Comment briefly on how the exchange rate is
influenced by expectations about future policy. [16%]
(a) What is the balance sheet of the central bank in year 1? [5%]
(b) For this part of the question, we assume investors are myopic.
(ii). When will the peg break? Call this time T. What will the new
inflation rate be after time T? What will the new rate of
depreciation of the peso be after time T? By how much does
the peso depreciate at time T exactly? Draw time series graphs
showing domestic credit, reserves and the exchange rate in
years 1 to 5. [15%]
where cUK = a + byUK , invUK = d − θ iUK , nxUK = f + χe£ / $ and e£ / $ is the natural
logarithm of the spot exchange rate (pounds per US dollar).
(a). What do equations (1)-(4) represent? What is the variable nxUK , and
why is it positively related to the spot exchange rate? [8%]
(b). Solve the model under (i) the assumption that the Pound floats, and
(ii) the assumption that the Pound is pegged to the Dollar at e0 pounds
per dollar. Comment on how the money supply set by the Bank of
England will differ in the two cases. [12%]
(i). Calculate the equilibrium values of the exchange rate, output and
interest rates under fixed and floating. [8%]
TURN OVER
(d). Now suppose monetary policy may be used to stabilize output when
d falls. Under floating, what money supply should the Bank of England
set to stabilize output at its initial value? Will the Bank of England be
able to stabilize output if the exchange rate is fixed? Would we reach a
different conclusion about output stabilization under a fixed exchange
rate if fiscal policy could be used for stabilization purposes? [10%]
U = u (C1 ) + ρu (C 2 ) , 0<ρ<1
where Y1 is given and Y2 = F ( K 2 ) , with F ' ( K 2 ) > 0 and F ' ' ( K 2 ) < 0 .
END OF PAPER
Students performed well on the early parts of questions which focused on definitions and simple
algebra or calculations. Diagram questions were usually done well, with good labelling and
explanation. Most students made a good attempt to answer the more challenging questions towards
the end, and were able to pick up good marks as long as they showed their method and working.
In cases where answers are left blank, no marks can be awarded. Therefore, students are strongly
advised to write something even if they do not think they will be able to get to the right answer.
Questions 2 and 5 were the most popular. Questions 1 and 3 were also quite popular. Question 4
was the least popular choice.
The final parts of Questions 1, 2 and 3 were sometimes left blank. This led to a significant loss of
marks. A common misconception was that Question 2c(ii) was about exchange rate overshooting.
However, the question does not fit into that framework because the increase in money supply is
anticipated (announced in advance) and the price level is not sticky in the general monetary model
(otherwise, PPP could not hold at all dates). In Question 5, timing was an issue for many students.
This caused some problems given that the final part of the question was worth 20 marks.
Some students ran out of time or had to rush on their second question. This was often due to giving
excessively long explanations in the early parts of a question. Since these parts account for a
relatively small fraction of the total marks, it would have been more effective to allocate time to
harder parts of the question with higher marks available. Even in cases where a final answer was not
reached, students were usually able to obtain a good number of marks for method and working.