ACC 1020 Module 4 Decisions and Responsibility Homework Example

Reviewed by Edgar Pennington, MBA Thomas Edison State University Updated October 2026

This ACC 1020 Module 4 example works the decision-making and responsibility accounting homework for a composite Pine Barrens drum factory with three divisions. Principles of Managerial Accounting, the course it serves, is part of TESU's Bachelor of Science in Business Administration. Part A decides whether to keep pressing maple shells or buy them at $41, first on avoidable costs and then with the opportunity cost of a second finishing booth. Part B prices a 300-drum private-label order using only incremental costs. Part C reads a segment margin report and explains why allocated common costs should not decide a division's future or its manager's evaluation. ACC-1020 is the catalog code.

CourseACC-1020 Principles of Managerial Accounting
ModuleModule 4
Paper typeHomework 4: decision-making and responsibility accounting
LengthAbout 822 words, 5 pages
FormatAPA 7 student paper
SchoolThomas Edison State University
ProgramBachelor of Science in Business Administration
UpdatedOctober 2026

Free sample paper for ACC 1020 Module 4

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Pinelands Drum Works, Inc.: Make or Buy, a Special Order and Segment Margins for Three Divisions

Student Name

Bachelor of Science in Business Administration, Thomas Edison State University

ACC-1020: Principles of Managerial Accounting

Mentor Name

Month Day, Year

What this page is doingThe title lists the three decisions the homework analyzes. Each uses relevant costs, the common thread of the module.
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Pinelands Drum Works, Inc.: Make or Buy, a Special Order and Segment Margins for Three Divisions

Managers at Pinelands Drum Works, Inc., the fictional Pine Barrens drum shop used across this course's homework, face three questions this quarter. Should the company keep pressing its own maple drum shells or buy them from the Quebec mill that already supplies plies? Should it accept a retailer's offer to buy 300 Barrens Snares at a discount? And how should it judge the performance of its three divisions? Each question turns on the same principle: a figure matters to a choice only if picking one option over the other would change it, and costs a manager cannot control should not decide how that manager is judged.

Part A: Make or Buy the Shells

The company presses about 4,000 shells a year. The mill offers finished shells at $41 each. The table compares the costs.

Cost per shellMakeRelevant if buying?
Direct materials$18.00Yes, avoided
Direct labor9.00Yes, avoided
Variable overhead5.00Yes, avoided
Shell press lease ($14,000 / 4,000)3.50Yes, lease can be canceled
Allocated plant overhead12.00No, continues either way
Full cost per shell$47.50
Relevant cost to make$35.50
Price to buy$41.00

On costs alone, making the shells saves $5.50 each, or $22,000 a year, because the $12 of allocated plant overhead would continue even if pressing stopped. Comparing the $41 price with the $47.50 full cost would wrongly suggest buying. But the decision also has an opportunity cost. If the company stops pressing shells, the space could hold a second finishing booth, which the production manager estimates would add $30,000 a year of contribution margin from custom kits now turned away. Spread over 4,000 shells, that is $7.50 a shell, making the effective cost of making $43.00, above the $41 price. With the opportunity cost included, buying is better by $8,000 a year.

Costs are not the only factor. Walker and Weber (1984) studied make-or-buy decisions for components at a large manufacturer and found that, alongside production cost differences, uncertainty about volumes and the availability of competing suppliers influenced whether parts were made in-house. Pinelands relies on a single mill, and shells are the core of its product, so before buying it should secure a second supplier and a contract that fixes the price for at least two years.

What this page is doingSeparating avoidable from unavoidable costs, and then adding an opportunity cost, is exactly the analysis the template tests. The qualitative paragraph shows the student knows numbers are not the whole decision.
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Part B: A Special Order

A regional music store chain offers to buy 300 Barrens Snares at $165 each, well below the $240 online price, for a holiday promotion under its own label. The plant has idle capacity in the fourth quarter. The relevant costs are the variable costs of producing and delivering the drums: $140 per drum, less $16 of online shipping and payment fees that the chain will not require, plus $4 for custom labels and palletizing, for $128. The order's incremental contribution is ($165 minus $128) times 300, or $11,100. No fixed costs change.

Accepting is financially attractive, with two cautions. The private-label drums must not undercut online sales; selling them under the chain's brand with a different finish reduces that risk. And if the plant were at full capacity, the drums displaced would be an opportunity cost, which could make the order unprofitable.

Part C: Responsibility Accounting and Segment Margins

For 2027 Pinelands has organized its business into three divisions, each run by a manager, and has budgeted their results; the Barrens figures are the launch forecast from Module 3. Responsibility accounting holds each manager accountable for the revenues and costs they can control.

Budgeted 2027 segment margin report ($ thousands)Custom kitsBarrens onlineSchools and marchingTotal
Sales1,1506486802,478
Variable costs6103784301,418
Contribution margin5402702501,060
Traceable fixed costs310180190680
Segment margin2309060380
Common fixed costs160
Operating income220

Each segment's margin shows what it contributes toward the company's common costs, such as the owner's salary and the building, after covering its own traceable costs. All three segments have positive segment margins, so closing any of them would reduce company profit, even though an earlier report that allocated common costs by sales made the schools division appear to lose money. Allocating common costs is useful for pricing and long-run planning, but for judging whether a segment should continue, and for evaluating its manager, the segment margin is the right measure, because the manager cannot influence the common costs.

Giraud et al. (2008) surveyed managers about the controllability principle, which holds that managers should be evaluated only on what they can influence, and found that managers saw it largely as a matter of fairness. A schools division manager charged for the owner's salary would reasonably see that evaluation as unjust. Williams et al. (2023) describe responsibility accounting as matching each report to the authority of the person who receives it, and the segment margin report above does that.

References

Giraud, F., Langevin, P., & Mendoza, C. (2008). Justice as a rationale for the controllability principle: A study of managers' opinions. Management Accounting Research, 19(1), 32-44. https://doi.org/10.1016/j.mar.2007.09.002

Walker, G., & Weber, D. (1984). A transaction cost approach to make-or-buy decisions. Administrative Science Quarterly, 29(3), 373-391. https://doi.org/10.2307/2393030

Williams, J. R., Bettner, M. S., & Smith, K. R. (2023). Financial & managerial accounting: The basis for business decisions (20th ed.). McGraw-Hill Education.

Reading the ACC 1020 Module 4 assignment instructions

Module 4 of ACC-1020 covers decision-making with relevant information and responsibility accounting. The template for this homework typically presents several short decisions, such as make or buy, special orders, keeping or dropping a product line, and using a constrained resource, and asks you to identify relevant costs and compute the effect on income. A second part usually asks you to prepare or interpret a segmented income statement or a performance report for responsibility centers. Show which costs you treat as relevant and why, include opportunity costs when the problem mentions alternative uses of capacity, and answer the qualitative questions in full sentences. Label each cost as relevant or not before you add anything up.

How the ACC 1020 Module 4 example is put together

Each part of the sample begins with the business question in plain words before any numbers. Part A uses a table marking each cost as avoidable or not, reaches a first answer, then adds an opportunity cost that reverses it, and closes with research on why non-cost factors matter in sourcing decisions. Part B computes incremental contribution for a special order, adjusts variable costs for differences in the order, and names two cautions. Part C presents a segment margin report for three divisions, explains why every segment should continue despite an earlier allocated report, and connects the controllability principle to fairness in evaluating managers. Every number in the tables is used in the text, so nothing is decoration.

ACC 1020 Module 4 rubric: what earns full marks

Grading on this homework centers on correctly separating relevant from irrelevant costs. Mentors check that allocated or sunk costs are excluded, that avoidable fixed costs and opportunity costs are included when appropriate, and that the final comparison is computed correctly. For special orders, they look for the use of incremental costs and attention to capacity. For segment reports, they check that traceable and common fixed costs are separated and that conclusions about dropping a segment rely on segment margin. Written answers should explain reasoning and name qualitative factors. Accuracy and the template's format complete the score. Mentors also look for the qualitative factor that numbers alone would miss, such as supplier dependence.

ACC 1020 Module 4 help: mistakes that cost marks

The most frequent Module 4 mistake is comparing a purchase price with full cost, including allocated overhead that will not go away. Another is ignoring opportunity costs when the problem describes another use for freed capacity. In special orders, students often include fixed costs that do not change or forget costs that the order avoids or adds. In segment analysis, allocating common costs can make a profitable segment look like a loser; use segment margin. Write a sentence on qualitative factors, since templates usually ask. Our tutors can complete the ACC 1020 Module 4 template with you, identifying the relevant costs in each decision your mentor assigned. A quick test: would this cost disappear if the option were rejected?

Write yours, or have the desk draft it

This paper is an original model document written by our desk, not a submitted student paper and not an official Thomas Edison State University document. Read it for the moves, then write your own to the instructions in your classroom. If you want one built to your exact prompt and rubric, the first custom sample is free and arrives in 24 to 48 hours.

More ACC 1020 and Bachelor of Science in Business Administration sample papers

ACC 1020 Module 4 questions, answered

Where can I find a free ACC 1020 Module 4 sample paper?

The complete Module 4 homework is above: a make-or-buy analysis with an opportunity cost, a special order priced on incremental costs and a segment margin report, with explanations in the margins.

What makes a cost relevant to a decision?

It must differ between the alternatives and occur in the future. Sunk costs and costs that continue either way, such as allocated common overhead, are not relevant.

Why include opportunity cost in a make-or-buy decision?

If making a part uses capacity that could earn profit elsewhere, the profit given up is a real cost of making it and must be counted.

Should a segment with a negative net income after allocations be dropped?

Not necessarily. If its segment margin is positive, it covers its own costs and contributes to common costs, so dropping it would lower company profit.

What is the controllability principle?

The idea that managers should be evaluated only on revenues and costs they can influence. Research suggests managers see it mainly as a matter of fairness.