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Principles of Microeconomics

v4.0 Libby Rittenberg, Alan Grant, and Timothy Tregarthen

1.2 Defining Economics

Learning Objectives

  1. Define economics.

  2. Define the concepts of scarcity and opportunity cost and explain how they relate to the definition of economics.

  3. Explore the three fundamental economic questions: What should be produced? How should goods and services be produced? For whom should goods and services be produced?

Not all economists spend their days fearlessly braving the markets on Wall Street.

Photo of the charging bull and the fearless girl statue on Wall Street in New York City.

Is this your first course in economics? If so, you may be wondering exactly what economics is. Once your friends and acquaintances have discovered you are studying economics, many will ask you what the stock market is going to do. Your parents may expect you to show up for Thanksgiving dinner in a grey flannel business suit; students majoring in education or English literature may speculate admiringly about your post-graduation earning potential.

But despite the preconception that economists generally end up on Wall Street (and some, of course, actually do), most economists consider their field to be less a sub-field of business administration and more a study of human behavior—a social science rather than a professional discipline.

is a social science that examines how people choose among the alternatives available to them. It is social because it involves people and their behavior. It is a science because it uses, as much as possible, a scientific approach in its investigation of choices.

Scarcity and Opportunity Cost

All choices mean that someone must pick one alternative over another. Selecting among competing alternatives involves two ideas central to economics: scarcity and opportunity cost.

Scarcity

The people we share our lives with are all different—different shapes, different colors, different goals, different dreams. Despite those differences, we all share two important things. First among them is that we all desire things we don’t currently have. Sometimes those things are material: reliable transportation, nicer clothes, sufficient food. Sometimes those things are intangible: a loving relationship, more charisma, the athletic ability of Lebron James, a summer internship. Whether we like it or not, this fundamental desire for more is part of the human condition, present from the minute we’re born—“It was warm and safe in there; it’s cold and scary out here! Put me back!” Nobody—not you, not me, not even billionaires like Jeff Bezos and Warren Buffet—has everything they want.

Pop! Goes the Econ: Kramer and the Human Condition

In this episode of Seinfeld, friends Kramer and George discuss the fundamental human condition of filling unlimited wants with scarce resources. How do Kramer and George describe it?

And why not? Because the things we want don’t materialize out of thin air! It takes what economists call resources to produce them: raw materials, land, workers, machinery, and energy are just a few examples. If our resources were unlimited, we could say “Yes!” to each of our wants—and there would be no reason to study economics. The problem, of course, is that at any given time, there is only so much land, so many tractors, so many workers. That’s the second thing that everybody, rich and poor alike, shares: We all have limited resources—even the mega-rich, who get exactly the same 24 hours to binge-watch Tiger King and work on their jump shots as the rest of us. And because of those limitations, saying yes to one thing generally means that we have to say no to another. Whether we like it or not, we must make choices.

Our unlimited wants are continually colliding with the limits of our resources. That intersection—trying to meet unlimited wants with limited resources—reflects what economists call . It’s scarcity that forces us to pick some activities and to reject others.

A resource is a  if using the resource for one purpose means we can’t use it for something else. Consider, for example, a small parcel of land. That land has several alternative uses: We could build a house on it; we could put a gas station on it; we could create a small park on it. We could even leave the land undeveloped in order to keep our future options open. Choosing one use for the land (building a house, for example) means giving up the chance to use that land for any of its alternatives. Land is a scarce good, and when a good is scarce, you’re forced to choose.

But the choices scarcity forces upon us don’t end there. Suppose we have decided the land should be used for housing. Should we build a large and expensive house, or should we build several modest ones? If we build a large and expensive house, we have to choose who should live in the house: If the Lees live in it, the Nguyens cannot. There are alternative uses of the land both in terms of what we use it for and in terms of who gets to enjoy it. If there were no scarcity, we wouldn’t have to make such tough decisions.

In Jiujiang, China, clean air is most definitely a scarce good!

Photo showing partially visible city scape through severe fog and haze along the Yangtze River in the eastern Chinese city of Jiujiang.

Even the air we breathe is a scarce good—despite the fact that it comes to us at no charge! The true test of whether a good is scarce is whether it has alternative uses. Is this true for air? Clearly, people need to breathe it. But we also pollute it when we drive our cars, heat our houses, and operate our factories. In other words, we use it as a garbage dump! Those two uses are competing alternatives: The more pollution we dump in the air, the less desirable—and healthy—it is to breathe. If we decide we want to breathe cleaner air, we must limit the (also) desirable activities that generate pollution. Air, even at zero charge, is a scarce good because it has alternative uses.

Almost everything is scarce. The extent of a good’s scarcity depends on how available that good is and how badly that good is desired. The scarcest goods are both rare and highly desired. Not all goods, however, confront us with such choices. A good is a  if the decision to use that good for one purpose does not require that we give up another. One example of such a good is gravity. The fact that gravity is holding you to the earth does not mean that your neighbor is forced to drift up into space! One person’s use of gravity isn’t an alternative to another person’s use.

There aren’t many free goods. Outer space, for example, may have been a free good when the only use we made of it was to gaze at it. But now, our use of space has reached the point where one use is an alternative to another. There are conflicts, for example, over who gets orbital slots for communications satellites. And, like our airspace, now outer space is becoming a dumping ground for space junk, a hazard to passing satellites and spacecraft. So parts of outer space are already scarce, and will surely become more so as as we find new ways to use it. The (ironic) lesson in all this? Scarcity is everywhere. That makes the scope of economics wide, indeed!

The Economy, Scarcity, and Three Fundamental Economic Questions

If you listen to a lot of newscasts, you’ve probably heard lots of experts—both actual and self-proclaimed—discussing the state of the economy. But despite the fact that everyone seems to be an expert on “the economy,” nobody ever really defines what the economy is. Listen to enough newscasts and you may have some notion that the economy is some vague entity whose performance is measured by the health of the stock market and the unemployment rate.

But the economy is much more than that—it encompasses, in one way or another, almost all human activity. At its most basic, an is any organization that produces goods and services and then allocates them to people for use. Economies can be as small as households: “I made this pot of chili; you take a small bowl and leave the big bowl for your sister.” In fact, the word “economy” comes from the Greek oikonomia, which roughly translates to “household management.” So, economies can be small organizations like households, but they can be big organizations, too—like the United States, Central America, or the European Union, each of which produces hundreds of thousands of different products and then distributes them in some fashion for people to use. 

Because of scarcity, every economy must make choices about what should be produced, how it should be produced, and for whom it should be produced. We will return to these questions again and again throughout this book.

Pop! Goes the Econ: Allocation and The Hunger Games

In Panem, an oppressive government selects 24 children each year to participate in a battle to the death called the Hunger Games. The sole survivor is celebrated nationwide, and is given preferential housing and food. In this clip from the movie, Katniss and Peeta are chosen to represent Panem’s District 12. What allocation mechanism(s) is Panem using to distribute housing and food? (If you’re familiar with the story, how are non-participants allocated food and housing?)

Big or small, every economy must deal with scarcity. That means that every economy has to answer these fundamental questions:

  1. What should be produced? Using the economy’s scarce resources to produce one thing generally requires giving up another. That’s true in the household economy: “I only have four cups of flour—I can bake you a warm, crusty sourdough loaf, or I can make chocolate chip cookies.”  It’s true at the national level, too, where producing better schools may require cutting back on other services, such as health care. Every economy must decide what it will produce with its scarce resources.

  2. How should goods and services be produced? Once an economy has decided what to produce, it must then decide how production will be arranged. For example, at the household level, “You wash and I’ll dry” is a common arrangement—but not the only possible arrangement—that partners use to produce clean, dry dishes. Business firms such as automakers have to decide whether it’s better to have a lot of workers assembling automobiles, or whether to replace some of those workers with robots. Governments make the same decisions. Today’s military, for example, produces national defense using much less human power and much more high-tech weaponry than it used to.  

  3. For whom should goods and services be produced? Once production is complete, we have to decide how to divide up, or allocate,  the pile of goodies that we’ve made. A decision to have one person or group receive a good or service usually means it will not be available to someone else. In the United States, we generally leave those decisions to the market system, where individual buyers and sellers determine who will receive the goods and services we’ve produced based on who is willing and able to pay for them. That’s one possible answer to the allocation question, but it’s not the only possible answer. For example, we could allocate goods on a first-come, first-served basis, or we could allocate goods by lottery, or perhaps by tournament. Another possible solution to the allocation question is to divide the goods we’ve produced equally: That’s the system many countries have chosen to allocate health care services, which ensures that everybody, rich and poor alike, has access to some basic care. In contrast, in the United States, a good chunk of our health care services are allocated by the market system—meaning those services are more available to the rich than to the poor. Critics of that system often argue that health care should be more evenly allocated. Should it? That is a “for whom” question.

Opportunity Cost

Scarcity forces us to make choices. That implies that we face trade-offs: More of one thing necessarily means less of another. Economists have a special name for these trade-offs: opportunity cost. When you choose one activity over another, the value of the option you sacrificed is the opportunity cost. Specifically, is the value of the best alternative forgone in making any choice.

Poor Offset—he could have had Chipotle!

Photo of Offset and Cardi B in formal clothes and holding hands as they look toward the camera on the red carpet at the American Music Awards.

Suppose, for example, you’re down to your last $20, and you decide to spend it on a meal for you and your BFF at Chipotle. That $20 could have bought you a movie ticket (and popcorn!); it could have bought you morning coffee for a week; it could even have bought you tickets to see Cardi B perform at a local bar. But because you decided to use it at Chipotle, you lost the chance to do those other things.

But $20 won’t buy you movie tickets and coffee and Cardi B; it will only buy you one of those things! So to determine the true opportunity cost of Chipotle, ask yourself this hypothetical question: If you’d gone to Chipotle, and found it closed, what would you have done with your $20? If you don’t like movies and don’t care for coffee, the real opportunity cost of going to Chipotle is losing your next-best alternative—an evening with Cardi B.  

Sometimes it’s easy to confuse opportunity cost with money, or to attempt to measure opportunity cost in dollars (or euros, or pesos).  Resist that temptation when you can! One reason to resist is because money itself does not make us particularly happy. When you accidentally turn a hundred-dollar bill into lint by running it through the laundry, you’re probably not sad about losing the bill—after all, the bill’s just a colorful piece of paper. You’re more likely disappointed because you were planning to use that bill to go out with your friends, or to buy your Calc II textbook, or to put gas in your Corolla. It’s the loss of those opportunities that is important to you. 

Pop! Goes the Econ: Sheldon Cooper Discovers Opportunity Cost

In this clip from The Big Bang Theory, Sheldon can’t decide which gaming system to buy. What resources are scarce in this scene? What is the opportunity cost of buying the PS4?

More important, thinking of opportunity cost only in terms of money may lead you to confuse the cost of an item with that item’s purchase price. “What?” you may be saying. “I thought cost and price were the same thing!” And while even economists sometimes use these terms interchangeably in their daily lives, they’re really two distinct notions. Consider, for example, the cost of your college education. That cost includes the money (let’s say, $100,000) you’ll spend for four years’ worth of tuition, fees, and books—money you could have spent on other things. But perhaps the biggest cost of a college education is the time you sacrifice—time that could be spent developing your social media empire, training for an Ironman, or even just working. Suppose, for example, that you’d never gone to college and instead went straight to work. At a modest $15 per hour wage, you could have made $120,000 during the time you spent sleeping in your applied numerology class. That brings the total cost of college up substantially—from the $100,000 sticker price to the $220,000 total cost

That kind of thinking helps us solve an important question: Why are so many NBA superstars college dropouts? The less-than-obvious answer is that college is much more expensive for basketball hotshots than it is for the rest of us. That’s not because they pay more to attend college (in fact, many college standouts receive excellent scholarships), but because every year spent in college means forgoing an opportunity—an NBA salary—that’s way more lucrative than the opportunities you and I likely have.

Opportunity cost, man—don’t forget the opportunity cost!

Photo of a man holding hands with his female partner on a walk as he looks backward and “checks out” another girl. His female partner looks toward him angrily.

There is one final reason to resist the temptation to express all costs in terms of money: Not all costs are easily measured in dollars. That’s true when your roommate talks you into his 21st birthday party at the expense of studying for your particle physics final. It’s equally true when you and your significant other decide to become exclusive: You lose the chance to date anyone else who may catch your eye. Those opportunities—study time, other romantic partners—are genuine costs, but costs that are hard to assign a dollar value to.

Let’s link the pieces: Scarcity exists because our desires are unlimited but our resources aren’t. That scarcity forces us to make choices, and all of those choices involve opportunity cost. These concepts—scarcity, choice, and opportunity cost—are at the heart of economics. We’ll revisit them often throughout this book.

Key Takeaways

  1. Economics is a social science that examines how people choose among the alternatives available to them.

  2. Scarcity implies that we must give up one alternative in selecting another. A good that is not scarce is a free good.

  3. The three fundamental economic questions are: What should be produced? How should goods and services be produced? For whom should goods and services be produced?

  4. Every choice has an opportunity cost, and opportunity costs affect the choices people make. The opportunity cost of any choice is the value of the best alternative that had to be forgone in making that choice.

Try It!

Identify the elements of scarcity, choice, and opportunity cost in each of the following:

  1. The Environmental Protection Agency is considering an order to preserve a 500-acre area on the outskirts of a large city in its natural state, because the area is home to an endangered rodent. Developers had planned to build tract housing on the land.

  2. The manager of an automobile assembly plant is considering whether to produce cars or sport utility vehicles (SUVs) next month. Assume that the quantities of labor and other materials required would be the same for either type of production.

  3. A young man who went to work as a nurse’s aide after graduating from high school leaves his job to go to college. There, he will obtain training as a registered nurse.

See related Concept Problem 5 at the end of this chapter.

Case in Point: The Opportunity Cost of COVID-19

2020 Vision: Nobody saw the coronavirus coming.

Artwork depicting the coronavirus.

Everything was going just fine . . . until a single microscopic organism brought the world to its knees.

In early 2020, the U.S. economy was vibrant—unemployment was at a historical low; the stock market had just hit record highs. But a new bug was on the loose—a new virus that nobody in the world had ever seen before. The coronavirus, a deadly, easily transmissible virus, slowly but surely began spreading to the rest of the globe from its epicenter in Wuhan, China.

As March 2020 unfolded, it became apparent that the virus was both real and deadly. COVID-19 (the official name for the illness) cases mounted; the death toll climbed as the numbers of afflicted overwhelmed hospitals throughout Italy and Spain. How, policymakers wondered, could such a virus be beaten? And at what cost?

In the United States, the federal government followed the lead most European nations had taken: It closed borders to outsiders and then empowered state governments to shutter all but essential businesses. Schools closed; residents were ordered home to keep the virus from spreading. That choice undoubtedly saved lives, but it came at a great cost: Millions lost their jobs, and wealth evaporated as the stock market lost one-third of its value.

That cost was too high for many American policymakers to bear. By the beginning of May, state governments began re-opening businesses and people began resuming their pre-corona routines. As the economy recovered through May and June, cases mounted. By early July, many states began hitting record daily highs for new cases; the states that had re-opened the earliest were the hardest hit. The silver lining on this dark viral cloud was that while cases mounted, death rates stabilized.

Countries that endured stricter lockdowns and widespread containment measures saw dramatic reductions in coronavirus transmission. The state/local patchwork of lockdown measures in the United States likely contributed to a longer surge in the spring and summer of 2020.

Line graph showing coronavirus cases per million people in the USA, the EU, Canada, and Australia. The x axis shows from March 15 through July 31 2020 and the y axis is numbered from 0 to 250. The USA had far more cases than the other three countries with cases on an upward trend as they went on a downward trend in the EU, Canada, and Australia.

False Advertising: Any economist worth her egg salad sandwich can tell you there are no free lunches!

Sign advertising “Free beer! Free lunch! Below this it states “& False Advertising!”

All choices are made at a cost—there is no proverbial “free lunch.” Countries that endured stricter lockdowns saw dramatic declines in infection rates. Countries that relaxed restrictions early, like the United States (and the United States was not alone—Sweden and Brazil, for example, imposed relatively few restrictions), paid a different price—a price measured in hospital visits and lost lives. 

See related Concept Problems 15 and 16 at the end of this chapter.

Answers to Try It! Problems

  1. The 500-acre area is scarce because it has alternative uses: preservation in its natural state or a site for homes. A choice must be made between these uses. The opportunity cost of preserving the land in its natural state is the forgone value of the land as a housing development. The opportunity cost of using the land as a housing development is the forgone value of preserving the land.

  2. The scarce resources are the plant and the labor at the plant. The manager must choose between producing cars and producing SUVs. The opportunity cost of producing cars is the profit that could be earned from producing SUVs; the opportunity cost of producing SUVs is the profit that could be earned from producing cars.

  3. The man can devote his time to his current career or to an education; his time is a scarce resource. He must choose between these alternatives. The opportunity cost of continuing as a nurses’ aide is the forgone benefit he expects from training as a registered nurse; the opportunity cost of going to college is the forgone income he could have earned working full-time as a nurses’ aide.