Cambridge IGCSE ™: Economics 0455/21

Cambridge IGCSE™
ECONOMICS 0455/21
Paper 2 Structured Questions October/November 2023
MARK SCHEME
Maximum Mark: 90
Published
This mark scheme is published as an aid to teachers and candidates, to indicate the requirements of the
examination. It shows the basis on which Examiners were instructed to award marks. It does not indicate the
details of the discussions that took place at an Examiners’ meeting before marking began, which would have
considered the acceptability of alternative answers.
Mark schemes should be read in conjunction with the question paper and the Principal Examiner Report for
Teachers.
Cambridge International will not enter into discussions about these mark schemes.
Cambridge International is publishing the mark schemes for the October/November 2023 series for most
Cambridge IGCSE, Cambridge International A and AS Level components, and some Cambridge O Level
components.
This document consists of 24 printed pages.
© UCLES 2023 [Turn over

0455/21 Cambridge IGCSE – Mark Scheme October/November 2023
PUBLISHED
Generic Marking Principles
These general marking principles must be applied by all examiners when marking candidate answers. They should be applied alongside the
specific content of the mark scheme or generic level descriptors for a question. Each question paper and mark scheme will also comply with these
marking principles.
GENERIC MARKING PRINCIPLE 1:
Marks must be awarded in line with:
• the specific content of the mark scheme or the generic level descriptors for the question
• the specific skills defined in the mark scheme or in the generic level descriptors for the question
• the standard of response required by a candidate as exemplified by the standardisation scripts.
Marks awarded are always whole marks (not half marks, or other fractions).
Marks must be awarded positively:
• marks are awarded for correct/valid answers, as defined in the mark scheme. However, credit is given for valid answers which go beyond
the scope of the syllabus and mark scheme, referring to your Team Leader as appropriate
• marks are awarded when candidates clearly demonstrate what they know and can do
• marks are not deducted for errors
• marks are not deducted for omissions
• answers should only be judged on the quality of spelling, punctuation and grammar when these features are specifically assessed by the
question as indicated by the mark scheme. The meaning, however, should be unambiguous.
Rules must be applied consistently, e.g. in situations where candidates have not followed instructions or in the application of generic level
descriptors.
© UCLES 2023 Page 2 of 24

PUBLISHED
Marks should be awarded using the full range of marks defined in the mark scheme for the question (however; the use of the full mark range may
be limited according to the quality of the candidate responses seen).
Marks awarded are based solely on the requirements as defined in the mark scheme. Marks should not be awarded with grade thresholds or
grade descriptors in mind.

PUBLISHED
Social Science-Specific Marking Principles
(for point-based marking)
1 Components using point-based marking:

• Point marking is often used to reward knowledge, understanding and application of skills. We give credit where the candidate’s answer
shows relevant knowledge, understanding and application of skills in answering the question. We do not give credit where the answer
shows confusion.
From this it follows that we:
a DO credit answers which are worded differently from the mark scheme if they clearly convey the same meaning (unless the mark
scheme requires a specific term)
b DO credit alternative answers/examples which are not written in the mark scheme if they are correct
c DO credit answers where candidates give more than one correct answer in one prompt/numbered/scaffolded space where extended
writing is required rather than list-type answers. For example, questions that require n reasons (e.g. State two reasons …).
d DO NOT credit answers simply for using a ‘key term’ unless that is all that is required. (Check for evidence it is understood and not used
wrongly.)
e DO NOT credit answers which are obviously self-contradicting or trying to cover all possibilities
f DO NOT give further credit for what is effectively repetition of a correct point already credited unless the language itself is being tested.
This applies equally to ‘mirror statements’ (i.e. polluted/not polluted).
g DO NOT require spellings to be correct, unless this is part of the test. However spellings of syllabus terms must allow for clear and
unambiguous separation from other syllabus terms with which they may be confused (e.g. Corrasion/Corrosion)
2 Presentation of mark scheme:

• Slashes (/) or the word ‘or’ separate alternative ways of making the same point.
• Semi colons (;) bullet points (•) or figures in brackets (1) separate different points.
• Content in the answer column in brackets is for examiner information/context to clarify the marking but is not required to earn the mark
(except Accounting syllabuses where they indicate negative numbers).

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3 Calculation questions:
• The mark scheme will show the steps in the most likely correct method(s), the mark for each step, the correct answer(s) and the mark
for each answer
• If working/explanation is considered essential for full credit, this will be indicated in the question paper and in the mark scheme. In all
other instances, the correct answer to a calculation should be given full credit, even if no supporting working is shown.
• Where the candidate uses a valid method which is not covered by the mark scheme, award equivalent marks for reaching equivalent
stages.
• Where an answer makes use of a candidate’s own incorrect figure from previous working, the ‘own figure rule’ applies: full marks will be
given if a correct and complete method is used. Further guidance will be included in the mark scheme where necessary and any
exceptions to this general principle will be noted.
4 Annotation:
• For point marking, ticks can be used to indicate correct answers and crosses can be used to indicate wrong answers. There is no direct
relationship between ticks and marks. Ticks have no defined meaning for levels of response marking.
• For levels of response marking, the level awarded should be annotated on the script.
• Other annotations will be used by examiners as agreed during standardisation, and the meaning will be understood by all examiners
who marked that paper.

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Common examiner annotations on 0455/2281/0987 and 2286
Uncertain what the candidate means – an MAX

illogical line of thought
Benefit of the doubt Not answered question
Blank page Not established – a statement made

without any support
Caret – a word is missing. Repetition
Confused SEEN
Cross Tick – a credit worthy point
Highlight Too vague
Nothing creditworthy
L
O
Level 1
Level 2
Level 3

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Question Answer Marks Guidance
1(a) Calculate the total number of people in Cambridge aged 18– 1

29 in 2019.
37 440 (1)
1(b) Identify two types of industries in Cambridge that operate in 2 If more than two types are given, consider the first three.
the tertiary sector.
Education (1).
Healthcare (1).
Research and development (1).
1(c) Identify two benefits of having highly knowledge-intensive 2 If more than two benefits are given, consider the first
exports. three.
Exports highly priced (1). Accept high value for highly priced.
Price inelastic in demand (1).
Increased demand for exports (due to increased global incomes)
(1).
1(d) Explain how having a more educated labour force can 4

reduce poverty.
Logical explanation which might include:
a more educated labour force will be more skilled / more

productive (1) enabling them to earn higher wages (1) able to
afford basic necessities (1).
a more educated labour force may have more job opportunities /

less unemployment (1) wages may be higher than
unemployment benefits (1).
a more educated labour force has access to more information on

health (1) increasing the ability to work (1) have access to better
healthcare (1).

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1(e) Draw a demand and supply diagram to show the effects of 4

increased global income on the market for education in
Cambridge.
D&S diagram:
Axes correctly labelled – price and quantity or p and q (1).

Original demand and supply curves correctly labelled (1).
New curve shifted to the right (1).
Equilibriums – shown by lines P1 and Q1 and P2 and Q2 or
equilibrium points marked as E1 and E2 (1).

PUBLISHED
1(f) Analyse the relationship between the percentage of 5 Responses do not have to be in the format suggested
population with a university degree and GDP per head. but they should address the expected / normal
relationship, offer supporting evidence of that, highlight
Coherent analysis which might include: any exceptions to that, and analyse the overall data.
Expected relationship:
Positive / direct relationship (1) the higher percentage of
population with a university degree, the higher the GDP per
head (1).
Analysis of expected relationship: as percentage of population

with a university degree increases, the more skills / qualification
they will have (1) therefore, they have higher productivity and
can earn more (1).
Supporting evidence: e.g. Indonesia lowest percentage of

population with a university degree, lowest GDP per head ;
Canada, Switzerland and UK have the highest three in each
category; Colombia has the second lowest percentage of
population with a university degree and the second lowest GDP
per head (2).
Exception: Switzerland (1) has lower percentage of population

with a university degree than Canada or the UK, but higher GDP
per head (1).
Analysis of the exception:

Other influences, e.g. quality of secondary education, proportion
of the population employed in banking (1).

PUBLISHED
1(g) Discuss whether or not free trade is beneficial for a city 6 Apply this example to all questions with the
such as Cambridge. command word DISCUSS
(1g, 1h, 2d, 3d, 4d and 5d)
Award up to 4 marks for logical reasons why it might, which may
include: Each point may be credited only once, on either side of
an argument, but separate development as to how / why
• easier to export (1) increased export revenues (1) increased the outcome may differ is rewarded.
revenue / profits for producers (1) higher growth in the city
(1). Generic example mark
• easier to import / more imports (1) cheaper imports of goods
and materials / lower costs for firms (1) lower prices (of Tax revenue may decrease… 1
exports) (1).
• more jobs created (1) reducing the level of unemployment ...because of reason e.g. incomes may be 1
(1). lower.
• increase size of the market (1) economies of scale (1) e.g.
purchasing / technical / marketing / managerial / financial Tax revenue may increase because 0
(1). incomes may be higher i.e. reverse of a
• increased choice for consumers (1) from increased imports previous argument.
(1) higher quality goods / variety of goods (1).
• more competition (1) or more transfer of ideas and Tax revenue may increase because of a 1
knowledge (1) leads to more innovation (1) lower prices (1) different reason i.e. not the reverse of a
• encourage entrepreneurship / investment (1) profit incentive previous argument e.g. government
(1) spending on subsidies may stimulate the
economy more than spending on
education.

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1(g) Award up to 4 marks for logical reasons why it might not, which
may include:
• overdependence on foreign markets (1) economic shocks in

other countries can negatively affect revenues of firms (1)
reduce economic growth and development in the city (1).
• free trade could reduce competitiveness of firms (1) other
economies might have relatively lower costs (1) cheap
imports / more imports (1) stop development of infant
industries (1) may lead to job losses in the city (1).
• free trade only affects certain producers / firms / workers (1)
leads to increased inequality / uneven distribution of income
(1).
• free trade leads to more environmental degradation (1) due
to more production / more need for cross-border transport
(1) creating external costs / negative externalities (1).
• may increase consumption of demerit goods (1) reduce
health (1).
• free trade could lead to the creation of global monopolies
(1). reducing the ability of smaller domestic firms to compete
(1).

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1(h) Discuss whether or not firms in Cambridge will continue to 6

grow.
Award up to 4 marks for logical reasons why it might, which may

include:
• ease of access to a large amount of highly-skilled and

educated workers, from all over the world (1) easy to find
workers (1) to produce goods and services (1) or lower cost
of labour (1)
• skilled workers are more productive (1) more innovation /
new ideas / high quality products (1)
• young workers (1) may be up-to-date with modern
technology (1)
• good infrastructure (1) such as access to ultra-fast
broadband (1) productivity is higher (1) faster production /
less delays (1)
• good transport links to other cities and international airports
(1) easy to export / high demand for their exports (1) easy to
reach customers (1) faster deliveries (1) increased demand
for goods and services (1).
Award up to 4 marks for logical reasons why it might not, which

may include:
• high land and office costs (1) high cost of production (1)
higher capital start-up costs (1) lower profits (1)
• high house prices (1) poor air quality (1) may discourage
workers from locating in Cambridge (1) difficult for firms to
find workers (1)
• small population (1) small market (1) limited demand (1)
limited scope for revenue / profits for Cambridge firms (1)
• overdependence on one sector (e.g. education) (1) limits
potential growth from other sectors (1)
• skilled workers are available in other cities (1).

PUBLISHED
2(a) State how average revenue is calculated. 2/2 2 Accept quantity without ‘sold’ as the divisor.
Average revenue = total revenue (1) / quantity sold (1)
2(b) Explain two advantages of a large firm. 4 One mark each for each of two advantages identified
and one mark each for each of two explanations.
Logical explanation which might include: Accept explanation of two different economies of scale.
economies of scale (1) (average) cost lower than smaller firms Credit another example of economies of scale e.g.
(1) 2/4 financial economies.
finance / capital available (1) ease of getting loans from banks
(1)
technological development (1) high productivity (1)
large customer base (1) high revenue / profits (1)
may be well-known (1) increase brand loyalty (1).
2(c) Analyse the possible causes of higher prices of a product 6 Accept any relevant example of a fall in the price of a
such as ski holidays in the Alps. complement e.g. ski equipment, as a reason for higher
demand.
Coherent analysis which might include:
• higher demand / higher popularity (1) from e.g.

advertisements / reputation (1) rise in quality (1) rise in price
of a substitute / another type of holiday (1) 3/6 HIGHER DEMAND WILL ONLY BE CREDITED ONCE
• more inelastic demand (1) quantity demanded less FOCUS ON OTHER THINGS I.E SUPPLY, COP, ETC
responsive to changes in price (1) e.g, due to higher brand
loyalty (1)
• higher income of target market (1) luxury good (1)
• lower supply (1) e.g. due to better quality (1)
• more inelastic supply (1) quantity supplied less responsive
to changes in price (1) more regulations (1)
• higher cost of production (1) higher labour costs (1) higher
minimum wage (1) higher living costs of workers in ski
industry (1)
• investment in improving facilities e.g. ski lifts (1) may raise
costs in the short run (1).

PUBLISHED
2(d) Discuss whether or not government intervention is 8

beneficial for firms. Level Description Marks
3 A reasoned discussion which 6–8

In assessing each answer, use the table opposite.
accurately examines both sides of the
economic argument, making use of
Why it might:
economic information and clear and
logical analysis to evaluate economic
• government could provide subsidies to reduce firms' costs /
issues and situations. One side of the
help boost output / help during natural disasters / help firms
argument may have more depth than
survive
the other, but overall both sides of the
• government could reduce taxes to reduce cost of production argument are considered and
• minimum prices could increase revenues of firms developed. There is thoughtful
• government spending on education could increase skills of evaluation of economic concepts,
workers terminology, information and / or data
• government spending on benefits could increase demand appropriate to the question. The
for products discussion may also point out the
• regulations controlling monopolies could promote possible uncertainties of alternative
competition. decisions and outcomes.
8/8
Why it might not: 2 A reasoned discussion which makes 3–5
use of economic information and clear
• government regulations could increase cost of production analysis to evaluate economic issues
• minimum wage could add to firms' costs, reducing profits and situations. The answer may lack
• indirect taxes or direct taxes could reduce firms’ profits some depth and development may be
• maximum prices could reduce firms’ revenues one-sided. There is relevant use of
• trade restrictions could limit competition. economic concepts, terminology,
information and data appropriate to the
question.

PUBLISHED
2(d)
Level Description Marks
1 There is a simple attempt at using 1–2

economic definitions and terminology.
Some reference may be made to
economic theory, with occasional
understanding.
0 A mark of zero should be awarded for 0

no creditable content.
3(a) Identify two types of tax. 2 Accept any relevant examples of taxes e.g. income tax,
2/2 tariffs. Accept, but do not expect, specific and ad
Direct (1) Indirect (1) valorem taxes.
Progressive (1) Proportional (1) Regressive (1)
3(b) Explain two functions of money. 4 One mark each for each of two functions identified and
one mark each for each of two explanations.
• a medium of exchange (1) to buy goods and services / to
trade (1) 4/4
• a measure of value / unit of account (1) to measure how
much a product is worth (1)
• a store of value (1) to allow people to save (1)
• a method of deferred payment (1) for borrowing and
lending (1).

PUBLISHED
3(c) Analyse the consequences of market failure. 6 i.e. labour market failure.
• market failure exists when the production or consumption of

goods and services in a market is not efficient (1)
• overconsumption of demerit goods (1) and goods with
external costs (1) leading to an overall misallocation of 6/6
resources (1) e.g. overconsumption of cigarettes, fossil fuels
(1)
• underconsumption of merit goods (1) and goods with ALTHOUGH ALWAYS MENTION EB AND EC WITH DEMERIT GOODS
external benefits (1) e.g. education, healthcare (1)
• non-supply (1) of public goods (1) e.g. defence (1)
• abuse of monopoly power (1) resulting in higher prices (1)
reducing affordability / choice (1)
• factor immobility (1) resulting in shortages and surpluses (1)
causing unemployment (1) resulting in lower income /
poverty (1).

PUBLISHED
3(d) Discuss whether or not a tax on a product can reduce 8

external costs. Level Description Marks

Why it might:
• tax will increase price, reducing the quantity demanded
• if demand for the product is elastic, quantity demanded will argument may have more depth than
be responsive to the price increase, quantity demanded will the other, but overall both sides of the
change significantly argument are considered and
• tax will increase the cost of production, therefore decreasing developed. There is thoughtful
supply evaluation of economic concepts,
• tax will decrease the profits of firms terminology, information and / or data
• tax will provide governments additional revenue to help with appropriate to the question. The
subsidising less-polluting products. discussion may also point out the
8/8 possible uncertainties of alternative
Why it might not: decisions and outcomes.
• tax is insignificant compared to the final price of the product 2 A reasoned discussion which makes 3–5
• tax avoidance / evasion / unofficial or illegal markets use of economic information and clear
• if demand for the product is inelastic, quantity demanded analysis to evaluate economic issues
will be unresponsive to the price increase, quantity and situations. The answer may lack
demanded will not change significantly, e.g. addictive some depth and development may be
products. one-sided. There is relevant use of
economic concepts, terminology,
information and data appropriate to the
question.

PUBLISHED
3(d)

understanding.

4(a) Identify, other than natural rubber, two primary-sector 2 If more than two products are given, consider the first
products. three.
2/2 Accept process rather than product e.g. fishing.
e.g. coal, oil, fish, wood, wheat
4(b) Explain two reasons why a country may change its 4 One mark each for each of two reasons identified and
specialisation. one mark each for each of two explanations.

• Change in quantity / quality of resources (1) discovery of
new resources (1) or new technology (1) other
economies may be more / less efficient in production of
certain products (1). 3/4 INCORRECT EXPLANATION
• Change in cost of production (1) change in labour costs
(1) e.g. increase in minimum wage (1) change in capital
costs (1) e.g. cheaper technology (1)
• Changes in demand (1) changes in consumer behaviour
(1) change in revenue / profits (1)
• Changes in level of competition (1) other countries’
producers may gain a competitive advantage (1).

PUBLISHED
4(c) Analyse the economic benefits for a country in producing 6

manufactured goods instead of primary sector products.
• higher price (1) higher output (1) higher revenues / profits

(1) higher value added (1)
• more exports (1) increased total demand (1) economic
growth (1)
• higher productivity (1) economies of scale (1) 6/6
• more demand for workers (1) lower unemployment (1) may
be more skilled jobs (1) higher income of workers (1) higher
standards of living / reduction in poverty (1)
• does not require stock of natural resources (1) skills /
technology could be learnt / imported (1)
• less dependent on weather changes (1) more stable
revenues / income (1) easier to plan / budget (1)
• higher tax revenues for the government (1) higher
government spending (1) more development spending e.g.
healthcare services / education services / infrastructure (1)
resulting in higher levels of economic development (1).

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4(d) Discuss whether or not labour-intensive production will 8

harm an economy. Level Description Marks

Why it might:
• labour may cost more than capital
• labour may be more unreliable – inefficient / inconsistent. argument may have more depth than
• labour may be protected by trade unions – more disruptions the other, but overall both sides of the
• labour may be less productive argument are considered and
• labour may need more breaks than machines developed. There is thoughtful
• labour intensive production may be less cost-effective, evaluation of economic concepts,
reducing international competitiveness. terminology, information and / or data
appropriate to the question. The
Why it might not: discussion may also point out the
8/8 possible uncertainties of alternative
• provides high employment levels – high standards of living decisions and outcomes.
• lower levels of unemployment – less government spending
on unemployment benefits 2 A reasoned discussion which makes 3–5
• labour may be more flexible than machines – can change use of economic information and clear
skills / production / more mobile analysis to evaluate economic issues
• labour may be able to respond to people / customers more and situations. The answer may lack
easily. some depth and development may be
one-sided. There is relevant use of
economic concepts, terminology,
information and data appropriate to
the question.

PUBLISHED
4(d)

understanding.

5(a) Identify two monetary policy measures. 2 Accept, but do not expect, quantitative easing as an
2/2 alternative to money supply. If more than two measures
Changes in: interest rates (1) money supply (1) foreign are given, consider the first three.
exchange rates (1).
5(b) Explain two microeconomic policy measures that can be 4 Examples could be related to any market – does not
taken by a government to reduce the price of a product. have to be housing market.
Logical explanation which might include: If more than two policy measures are given, consider
the first three.
• maximum prices (1) e.g. maximum rents / rent controls
(1)
• subsidies (1) reduce cost of production (1) e.g. housing
subsidies (1) 4/4
• nationalisation (1) government sets lower prices (1)
• direct provision of goods (1) increase supply of goods (1)
e.g. government providing public housing (1)
• regulation (1) e.g. prohibiting foreign house buying (1)
reduce demand (1)
• deregulation (1) allowing more firms in the market / more
competition (1)
• lower (sales) taxes (1) if sellers reduce prices as a result
(1).

PUBLISHED
5(c) Analyse the key determinants of price elasticity of supply of 6 Also accept an approach based on why PES may be
a product. inelastic as shown in third bullet point.
• availability of stocks (1) finished goods which are unsold (1)

with a high level of stocks, supply will be elastic (1)
• level of spare capacity (1) factors of production available but
unused (1) e.g. workers not working full time (1) supply will How did you forget that its a 6 marker?
be more elastic if levels of spare capacity are high (1) 4/6
• time period under consideration (1) short run / long run (1)
short run has inelastic supply (1) with at least one fixed
factor of production (1) which makes it more difficult to
produce (1) long run has elastic supply (1) when all factors
of production are variable (1) making it easier to produce
more (1)
• difficulty of production process / length of production time
(1) produce that is easy to produce will be more elastic (1)
e.g. bread is easier to produce compared to a smartphone
(1).

PUBLISHED
5(d) Discuss whether or not trade unions benefit workers. 8

Why they might:
• collective bargaining can result in higher wages
• better working hours and working conditions can be issues and situations. One side of the
negotiated argument may have more depth than
• trade unions may protect employment giving more job the other, but overall both sided of the
security argument are considered and
• trade unions may influence governments to give favourable developed. There is thoughtful
policies for workers, e.g. maternity pay evaluation of economic concepts,
• trade unions may provide services for workers e.g. training. terminology, information and / or data
appropriate to the question. The
Why they might not: 7/8 discussion may also point out the
possible uncertainties of alternative
• higher wages negotiated by trade unions may increase decisions and outcomes.
costs of production, firms may reduce number of workers to
cut costs 2 A reasoned discussion which makes 3–5
• may promote industrial actions / strikes, reducing use of economic information and clear
productivity, reducing wages of workers analysis to evaluate economic issues
• may reduce competitiveness of the economy, reducing and situations. The answer may lack
investment and therefore reducing the demand for workers. some depth and development may be
• workers may not agree with the objectives of a trade union one-sided. There is relevant use of
• workers may feel that the fees to join a trade union are too economic concepts, terminology,
high compared to the benefits they could receive from information and data appropriate to the
membership. question.

PUBLISHED
5(d)

understanding.


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This document consists of 24 printed pages.

© UCLES 2023 [Turn over

GENERIC MARKING PRINCIPLE 1:

Marks must be awarded in line with:

GENERIC MARKING PRINCIPLE 2:

GENERIC MARKING PRINCIPLE 3:

Marks must be awarded positively:

GENERIC MARKING PRINCIPLE 4:

© UCLES 2023 Page 2 of 24

GENERIC MARKING PRINCIPLE 6:

© UCLES 2023 Page 3 of 24

1 Components using point-based marking:

From this it follows that we:

2 Presentation of mark scheme:

© UCLES 2023 Page 4 of 24

© UCLES 2023 Page 5 of 24

Uncertain what the candidate means – an MAX

Benefit of the doubt Not answered question

Blank page Not established – a statement made

Caret – a word is missing. Repetition

Cross Tick – a credit worthy point

Highlight Too vague

© UCLES 2023 Page 6 of 24

1(a) Calculate the total number of people in Cambridge aged 18– 1

1(d) Explain how having a more educated labour force can 4

Logical explanation which might include:

a more educated labour force will be more skilled / more

a more educated labour force may have more job opportunities /

a more educated labour force has access to more information on

© UCLES 2023 Page 7 of 24

1(e) Draw a demand and supply diagram to show the effects of 4

Axes correctly labelled – price and quantity or p and q (1).

© UCLES 2023 Page 8 of 24

Analysis of expected relationship: as percentage of population

Supporting evidence: e.g. Indonesia lowest percentage of

Exception: Switzerland (1) has lower percentage of population

Analysis of the exception:

© UCLES 2023 Page 9 of 24

© UCLES 2023 Page 10 of 24

• overdependence on foreign markets (1) economic shocks in

© UCLES 2023 Page 11 of 24

1(h) Discuss whether or not firms in Cambridge will continue to 6

Award up to 4 marks for logical reasons why it might, which may

• ease of access to a large amount of highly-skilled and

Award up to 4 marks for logical reasons why it might not, which

© UCLES 2023 Page 12 of 24

Average revenue = total revenue (1) / quantity sold (1)

• higher demand / higher popularity (1) from e.g.

© UCLES 2023 Page 13 of 24

2(d) Discuss whether or not government intervention is 8

3 A reasoned discussion which 6–8

© UCLES 2023 Page 14 of 24

1 There is a simple attempt at using 1–2

0 A mark of zero should be awarded for 0

Question Answer Marks Guidance

© UCLES 2023 Page 15 of 24

Coherent analysis which might include:

• market failure exists when the production or consumption of