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A Level · Cambridge (CIE) · 9708

Price elasticity of demand

Price elasticity of demand: build the core model, apply it to evidence and qualify conclusions where outcomes depend on context.

Section 2.2 · Price elasticity, income elasticity and cross elasticity of demand

Cambridge International AS & A Level Economics 9708 · 2026–2028 Version 2 / 2029 Version 1 · 2.2

9708 section 2.2; AS Level. Checked against Cambridge's 2026–2028 Version 2 (latest version published December 2025) and 2029 Version 1 (published September 2026). Cambridge states that neither version has significant changes affecting teaching. Always follow the syllabus for the candidate's examination year.

Before you begin

    Work on paper. Try each question before revealing help, and explain why your method works.

    Quick readiness check

    If PED is −0.4, what is the conventional classification?

    What you will learn

    • Define and calculate PED, YED and XED
    • Interpret coefficient sign and magnitude
    • Explain determinants, straight-line variation and implications for expenditure

    Core model and terms

    PED = percentage change in quantity demanded ÷ percentage change in price; it is usually negative, while the magnitude describes responsiveness. YED divides percentage quantity change by percentage income change. XED divides percentage change in demand for one good by percentage price change of another.

    Apply and evaluate

    Elasticity depends on substitutes, time, budget share and whether a good is normal, inferior, complementary or substitutable. On a straight-line demand curve, PED varies along its length. For a price change, the relationship between PED and total expenditure applies to the relevant range; use the coefficient’s sign and magnitude carefully.

    Pause and explain

    Which statement best applies price elasticity of demand?

    Put the idea to work

    Worked example

    Price rises 5% and quantity demanded falls 15%. Calculate and interpret PED.

    Show the worked solution
    1. PED = −15% ÷ 5%
    2. PED = −3
    3. Magnitude 3 means demand is elastic over this change

    Answer PED = −15% ÷ 5% → PED = −3 → Magnitude 3 means demand is elastic over this change

    Try a topic test

    Choose Easy, Normal or Difficult. Save your answers and open worked review after finishing.

    Test this topic →

    From guided practice to a new situation

    Write your answer and reasoning first. Use a hint only if you are stuck. The model solution is for self-checking; your written work is not automatically marked.

    1 · Guided

    Price rises 5% and quantity demanded falls 15%. Calculate and interpret PED.

    Give me a hint

    Identify the relevant idea in price elasticity of demand, then trace the economic chain.

    Compare my reasoning
    1. PED = −15% ÷ 5%
    2. PED = −3
    3. Magnitude 3 means demand is elastic over this change

    PED = −15% ÷ 5% PED = −3 Magnitude 3 means demand is elastic over this change

    Look for these in your work

    • PED = −15% ÷ 5%
    • PED = −3
    • Magnitude 3 means demand is elastic over this change
    2 · Independent

    Income rises 4% and demand for a good rises 8%. Calculate YED and classify the good.

    Give me a hint

    Use percentage quantity change divided by percentage income change.

    Compare my reasoning
    1. YED = 8% ÷ 4% = 2
    2. YED is positive
    3. The good is normal and income-elastic in this interval

    YED = 8% ÷ 4% = 2 YED is positive The good is normal and income-elastic in this interval

    Look for these in your work

    • YED = 8% ÷ 4% = 2
    • YED is positive
    • The good is normal and income-elastic in this interval
    3 · Transfer

    The price of tea rises 10% and demand for coffee rises 3%. Calculate XED and interpret the relationship.

    Give me a hint

    Keep the quantity change for coffee in the numerator.

    Compare my reasoning
    1. XED = 3% ÷ 10% = 0.3
    2. The coefficient is positive
    3. Tea and coffee behave as substitutes in this context

    XED = 3% ÷ 10% = 0.3 The coefficient is positive Tea and coffee behave as substitutes in this context

    Look for these in your work

    • XED = 3% ÷ 10% = 0.3
    • The coefficient is positive
    • Tea and coffee behave as substitutes in this context
    4 · Transfer

    A firm considers a price rise where demand is inelastic. Explain the likely revenue direction and one condition.

    Give me a hint

    Connect price and quantity changes to total expenditure.

    Compare my reasoning
    1. Price rises
    2. Quantity falls proportionally less if demand is inelastic
    3. Total revenue tends to rise for a sufficiently small change, other factors held constant

    Price rises Quantity falls proportionally less if demand is inelastic Total revenue tends to rise for a sufficiently small change, other factors held constant

    Look for these in your work

    • Price rises
    • Quantity falls proportionally less if demand is inelastic
    • Total revenue tends to rise for a sufficiently small change, other factors held constant

    Common mistakes

    • Dropping the sign before interpreting YED or XED, or using PED as a universal constant along a straight-line curve.
    Recall without your notes

    What can you explain now?

    If PED is −0.4, what is the conventional classification?

    Compare with the explanation

    Inelastic demand

    The magnitude is below one, so quantity responds proportionally less than price.

    After trying it yourself, choose your next review. This is your self-assessment.

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    Make it stick

    Before moving on, explain the central idea in price elasticity of demand and state one condition that could change its effect.

    If you needed the solution, close it and solve the problem again from a blank page. A correct answer is stronger when you can explain the reason for each step.

    Keep learning Economics

    Course scope and assessment

    Fifty-nine original lessons map all 53 Cambridge International AS & A Level Economics 9708 sections: all 29 AS sections (1.1–6.5) and all 24 A Level sections (7.1–11.6), covering all 253 numbered syllabus objectives. Six complex sections are split across lessons to give their objectives room for teaching and practice. Each mapped lesson includes original explanations, a worked example, concept checks and guided, independent and transfer/application practice with worked steps and answers. Topic coverage is complete for the listed syllabus versions, but this is not full-paper preparation. Practice is self-checked, not Cambridge-marked; extended-response grade evidence, cumulative timed-paper practice and human subject-teacher review remain outstanding.

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