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Applied SENIOR
HIGH
Economics SCHOOL
Self-Learning
Module
Economic System and 5
Production Possibilities Frontier
Quarter 3
Applied Economics
Quarter 3 – Self-Learning Module 5: Economic System and Production Possibilities
Frontier
First Edition, 2020
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Applied SENIOR
HIGH
SCHOOL
Economics
Self-Learning
Module
5
Quarter 3
Introductory Message
Welcome to the Senior High School 3 Applied Economics Self Learning Module
on Economic System and Production Possibilities Frontier!
This learning material hopes to engage the learners in guided and independent
learning activities at their own pace and time. Further, this also aims to help learners
acquire the needed 21st century skills especially the 5 Cs, namely: Communication,
Collaboration, Creativity, Critical Thinking, and Character while taking into
consideration their needs and circumstances.
In addition to the material in the main text, you will also see this box in the
body of the module:
As a facilitator you are expected to orient the learners on how to use this
module. You also need to keep track of the learners' progress while allowing them to
manage their own learning. Moreover, you are expected to encourage and assist the
learners as they do the tasks included in the module.
This module was designed to provide you with fun and meaningful
opportunities for guided and independent learning at your own pace and time. You
will be enabled to process the contents of the learning material while being an active
learner.
Posttest - This measures how much you have learned from the
entire module.
EXPECTATIONS
PRETEST
Directions: Choose the letter of the best answer. Write the letter of your answer on a
separate sheet of paper.
RECAP
Directions: Identify the following terms in each statement. Re-arrange the jumbled
letters to get the correct answer and write it on the space provided.
__________1. The owner of the land will receive this kind of payment. T E R N
__________2. This is the country’s top export product. T E R E N O C S C L I
__________3. It is also known as factors of production. O R C U E E S R S
__________4. This is received by the entrepreneurs. I F P T O R
__________5. The question that answers the kind of products wanted by the society.
OHAERDTWTOCPU
LESSON
This module will further discuss the different economic systems and the
production possibilities frontier which may help the individuals, businesses, and
policy-makers to better understand the importance of efficient and effective
management of resources.
Economic System
The economic system determines how resources are being distributed to the
society. There are four types of economic system: traditional economy; command
economy; market economy; and mixed economy (Argawal, 2020).
1. Traditional Economy
The traditional economy is the most basic type of economic system and
considered as the old form of economic activity. Many countries in the world still
adopt this economic system. The basic economic activities of this system are engaged
in agriculture such as farming, fishing, and the like. People are living in the rural
areas and get their needs mostly on the natural resources.
This economy adopts the old form of commerce which is the barter system.
Bartering is the exchange of goods and services between two or more parties without
the use of money (Kenton, 2020). If the household has a less supply of rice but
abundant in corn products, it can barter their corns with others who have surplus
in rice. In general, the way of life in a traditional economic system is simple. However,
the disadvantage of this economic system is lack of technological access.
2. Command Economy
This type of economic system dictates and answers the basic questions in
economics. This capability also means that the government usually owns the factors
of production and the major industries like utilities, transportation, and
telecommunication.
In a command system, people work for the public goods. The interests and
profits are shared amongst the citizens, hence socialism applies in this system. The
social welfare is a top priority, as there are free and equal access to education,
housing and healthcare for everyone. However, the freedom and entrepreneurial
spirit are not evident because the government has the full control of major industrial
resources.
3. Market Economy
4. Mixed Economy
For example:
For example:
Source: Wikepedia
The figure above shows the PPF for <guns= and <butter,= which stand for any
pair of goods and services. Every choice along the PPF involves a tradeoff. On this
PPF, we must give up some guns to get more butter or give up some butter to get
more guns. The PPF makes the concept of opportunity cost precise.
If we move along the PPF from C to D the opportunity cost of the increase in
butter is the decrease in guns. A move from C to D increases butter production by 1
ton. Gun production decreases from 12 units to 9 units, a decrease of 3 units. The
opportunity cost of 1 ton of butter is 3 units of guns. One ton of butter costs 3 units
of guns. A move from D to C increases gun production by 3 units. Butter production
decreases by 1 ton. The opportunity cost of 3 units of guns is 1 ton of butter. One
unit of guns costs 1/3 of a ton of butter. Note that the opportunity cost of guns is
the inverse of the opportunity cost of butter. One ton of butter costs 3 units of guns.
One unit of guns costs 1/3 of a ton of butter. Because resources are not all equally
productive in all activities, the PPF bows outward4is concave.
The outward bow of the PPF means that as the quantity produced of each good
increases, so does its opportunity cost.
Any point inside the frontier, such as point Z, is inefficient. At such a point it
is possible to produce more of one good without producing less of the other good. At
point Z, resources are either unemployed or misallocated.
ACTIVITIES
Cement Plywood
Point (‘000 units) (‘000 units)
A 8 0
B 73 70
C 50 30
D 36 44
E 17 63
F 0 80
WRAP-UP
To summarize what you have learned in the lesson, answer the following
questions:
VALUING
Reflect on this!
Why some of the brightest students do not get a 100 General Weighted
Average (GWA)?
After sleeping, attending classes, and performing the daily tasks in life, a
student has 8 hours a day available for study and recreation. If the student spends
all 8 hours studying, he/she will get a 100 GWA. However, for every hour of
recreation it lowers the GWA.
POSTTEST
Directions: Identify the following terms in each statement. Write your answer in the
space provided.
____________6. It refers to the exchange of goods and services between two or more
parties without the use of money.
____________7. It means the exchange in which a person sacrifices one or more things
for getting a particular product, service or experience.
____________9. It shows the combinations of goods and services that can be produced
and those that cannot given the resources.
____________10. It is achieved when the resources are fully utilized without any waste.
.
KEY TO CORRECTION
10. Efficiency
FIXED CAPITAL 10. Frontier
CAPITAL 9. 9. Production Possibilities
ENTREPRENEURSHIP 8. 8. Opportunity Cost
INTEREST 7. 7. Trade-off
BANANA 6. 6. Bartering/Barter
5. A WHAT TO PRODUCE 5. 5. Traditional Economy
4. D PROFIT 4. 4. Mixed Economy
3. A RESOURCES 3. 3. Market Economy
2. B ELECTRONICS 2. 2. Command Economy
1. C RENT 1. 1. Economic System
PRETEST RECAP POSTTEST:
References
Agarwal, Prateek, Parul, Karl, Basani, Simona, Ladislau, Jack, Eric, Kevin, Chazz,
Faruku, Chloe, Evan Nottie, Gs, Canyon, Nathan Tataje, Dsh, Nkeletseng
Leteba, Unknown, Unknown, Testimony, and Tyler. "Economic Systems."
"Guns versus Butter Model." Wikipedia. May 01, 2020. Accessed July 4, 2020.
https://en.wikipedia.org/wiki/Guns_versus_butter_model.