978-1337407588 Chapter 10 Solution Manual Part 2

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Chapter 10: Product Concepts

TRUE/FALSE

1. Burger King’s Dr Pepper Shake is a product.

PTS: 1 OBJ: LO: 10-1 TOP: AACSB: Reflective Thinking

KEY: CB&E Model: Strategy MSC: BLOOMS: Level I Knowledge

2. Burger King’s Chili Cheese Grilled Dog is a product line.

PTS: 1 OBJ: LO: 10-3 TOP: AACSB: Reflective Thinking

KEY: CB&E Model: Strategy MSC: BLOOMS: Level I Knowledge

3. The different variations of the Whopper are a product mix.

PTS: 1 OBJ: LO: 10-3 TOP: AACSB: Reflective Thinking

KEY: CB&E Model: Strategy MSC: BLOOMS: Level I Knowledge

4. The addition of the Angriest Whopper increased Burger King’s product line depth.

PTS: 1 OBJ: LO: 10-3 TOP: AACSB: Reflective Thinking

KEY: CB&E Model: Strategy MSC: BLOOMS: Level I Knowledge

5. “Burger King’s Dr Pepper Shake” is an example of co-branding.

PTS: 1 OBJ: LO: 10-4 TOP: AACSB: Reflective Thinking

KEY: CB&E Model: Strategy MSC: BLOOMS: Level I Knowledge

MULTIPLE CHOICE

1. For a cheese-lover, Burger King’s Mac n’ Cheetos are what type of product?

a. shopping product

b. specialty product

c. unsought product

d. luxury product

Chapter 10: Product Concepts

PTS: 1 OBJ: LO: 10-2 TOP: AACSB: Reflective Thinking

KEY: CB&E Model: Strategy MSC: BLOOMS: Level I Knowledge

2. The Oreo Irish Mint Shake is what type of product modification from the Classic Oreo Shake?

a. quality modification

b. functional modification

c. style modification

d. All of these

e. None of these

PTS: 1 OBJ: LO: 10-3 TOP: AACSB: Reflective Thinking

KEY: CB&E Model: Strategy MSC: BLOOMS: Level I Knowledge

3. “Cheetos” is a brand __________.

a. name

b. mark

c. equity

d. loyalty

PTS: 1 OBJ: LO: 10-4 TOP: AACSB: Reflective Thinking

KEY: CB&E Model: Strategy MSC: BLOOMS: Level I Knowledge

4. “Burger King” is a __________ brand. “Oreo” is a __________ brand.

a. manufacturer’s; private

b. private; manufacturer’s

c. manufacturer’s; manufacturer’s

d. private; private

PTS: 1 OBJ: LO: 10-4 TOP: AACSB: Reflective Thinking

KEY: CB&E Model: Strategy MSC: BLOOMS: Level I Knowledge

5. What approach does Burger King use when branding and packaging in foreign markets?

a. one brand name everywhere

b. adaptations and modifications

c. different brand names in different markets

d. None of these

Chapter 10: Product Concepts

PTS: 1 OBJ: LO: 10-6 TOP: AACSB: Reflective Thinking

KEY: CB&E Model: Strategy MSC: BLOOMS: Level I Knowledge

Great Ideas for Teaching Chapter 10

Jon M Shapiro, Northeastern State University

Michael C Murphy, Langston University

Product Positioning for the Product Manager: A Capstone Experience for an Introduction

to Marketing Class

The objective of this activity is to encourage beginning students to think about product

positioning, its components, and its strategic implications. Pedagogically, we believe that the

Initially, students are directed to choose a product category that they find interesting. There are

two constraints: (1) the product must be sold in traditional (non-cyber) retail settings, and (2) the

Which products do students pick, and why? The key thing is that if they find a category relevant

The initial assignment requires the student to choose a retail setting and to record his or her

observations regarding the product category. We provide a handout with basic threshold

Chapter 10: Product Concepts

The final capstone paper requires the student to construct at least two perceptual maps. The end

For many students, developing perceptual maps is very challenging. Students often struggle

because it requires inferring, based solely on observation (not research), what consumers believe

Michael Luthy, Bellarmine University

The Search for the Perfect Package

In most Principles of Marketing courses, the subject of consumer product packaging is

discussed, at least in passing, as part of the product umbrella in the marketing mix. Some

Separating the class into teams of two to four students, giving each a banana, and then tasking

them with coming up with as many reasons as they can to support your contention generates a

healthy competition and can lead to some interesting rationales. Some of the many reasons they

may come up with are given below.

Protects the product from damage

Attracts attention because of bright color

Chapter 10: Product Concepts

From these reasons, the instructor can then generalize, perhaps by bringing into the discussion

the VIEW model (visibility, information, emotional appeal, workability), which outlines the rules

for package evaluation. The ultimate goal is to change the way students look at the world outside

of the classroom and acknowledge the role that other disciplines and perspectives can play in

problem-solving.

James S. Cleveland, Sage College of Albany

Discussion Board Topics to Encourage Participation

Discussion board questions provided to students to encourage them to engage in thinking and

writing about the content of the Principles of Marketing course usually take the form of a

provocative statement to which students are asked to respond. An example of this would be “All

PR is good PR.”

Discussion topics such as this one are abstract and often require that the instructor provide an

initial reply to show students what is expected in their own replies. For students with limited

work experience, this approach may be quite appropriate. For adult students with extensive

experience as employees and consumers, however, the abstract nature of such topics can be

frustrating.

I have developed, therefore, a series of discussion board questions to use with experienced, adult

students. These questions are designed to encourage them to use their experiences as employees

and consumers as doorways to better understand the course material, and to make their own

responses more interesting to themselves and to the other students in the class who will read and

comment on them.

Each question has three parts.

1. First, there is a sentence or two from the students’ textbook introducing the topic. By using

the text author’s own words, students are enabled to locate relevant material in the text

more easily, the text content is reinforced, and confusion resulting from use of variant

terms or expressions is minimized.

2. Second, there is a reference to text pages the students should review before proceeding.

Since the goal of the exercise is for students to apply the course content to their own

experiences, reviewing the content first is important.

3. Third, there is a request for the students to think about or remember some specific situation

in their experiences to which they can apply the text material, and a question or questions

for them to address in their replies.

Chapter 10: Product Concepts

Here are additional such discussion board questions developed for Chapter 10 of MKTG11. Each

is written to fit the same text cited above but could easily be rewritten and revised to fit another

text.

Series A

1. A consumer product is bought to satisfy an individual’s personal wants. Although there are

several ways to classify them, the most popular approach includes these four types:

convenience products, shopping products, specialty products, and unsought products.

2. Review the descriptions of these types in section 10-2 in your text.

3. Then describe products you have purchased recently that represent each type. What made

them that type for you?

Series B

1. A group of closely related product items is a product line.

2. Review the material on product items, lines, and mixes in section 10-3 of your text.

3. Then describe the product mix sold by your employer and what product lines it includes.

Are the product lines shallow or deep? Is the product mix narrow or wide? Explain your

answers.

Deborah Reed Scarfino, William Jewell College

Packaging Egg-Citement

This topic concerns a packaging challenge that requires the student to use three main objectives

of packing successfully.

1. Each student must creatively package a raw egg using cost-effective materials. (Special

consideration is given to recycling materials easily and cheaply found.)

The product is a raw egg with the likeness of Elvis Presley on it. This is a limited number

production item that Elvis fans worldwide will be interested in having in their collections. The

Chapter 10: Product Concepts

Students collect their own package after “the toss” and open it in front of the class while verbally

Note: This can be a messy class. Most concepts survive the toss, and the students enjoy the fun

and sharing of their wacky ideas. A few will wonder, “Why Elvis?” There is a lot of fun

Robert J. Brake, Concordia University

Researching Food Products We Love to Hate

Since my students needed to experience some real hands-on learning earlier in the Marketing

The class was divided into three- or four-member teams, each assigned to explore a food or

beverage most people love to hate. The five products originally chosen were (1) Spam (Hormel’s

My students were given just two weeks to discover everything they could about their product—

Although it was initially a voluntary project, the “dreaded foods” project is now a regular

At the end of the two-week preparation period, students present a 10- to 15-minute “show” about

Chapter 10: Product Concepts

The students had a great time! They used the Internet; 800 numbers; interviews with store

managers; library books and articles; trade journals; food industry materials; store customers’

Students displayed an awareness of concepts like utility, product differentiation, and line

Students got some real, informal, hands-on research experience; they had fun and entertained

their classmates; they worked on a team; and they received extra credit.

Robert D. Winsor, Loyola Marymount University

Implementing Product Positions: A Perceptual Picnic

This demonstration is designed to illustrate the marketing mix strategies used in product

For this demonstration, the following beverages should be brought to class.

1. Orange-flavored soda (any popular brand)

2. Fruit-flavored Perrier brand sparkling water

If possible, all beverages should be in bottles of roughly the same size, and these bottles should

be in a box that conceals them from the view of students. In addition, bring a container of ice and

a. The demonstration should begin by placing the bottle of orange-flavored soda at one end of

a long table or desk at the front of the classroom. A brief history of the soft drink industry

Chapter 10: Product Concepts

At this point, the stage is set for an explanation of the strategy used by Ozarka to position

its brand as a “very good tasting” version of sparkling water. Note the following elements

Next, give the Clear American bottle to another student, and ask this person to place it on

the table nearest the brand to which it is most similar. At this point, ask the students how

Finally, note to students that Clear American’s actual attributes are equivalent to those of a

conventional fruit-flavored soda. Positioned as a sparkling water, Clear American is

b. Continue this demonstration with the remaining beverages. Observe that Fruitopia, which

c. Summarize by noting how consumer perceptions become more important than actual