Consumer Reports Lesson Plan:

Purchasing Products
http://www.consumersunion.org/other/teaching/2-1.htm

Shopping decisions can be influenced by clever advertising, pretty packaging, emotional appeals, and
confusing claims -- all of which may have very little to do with the value or usefulness of the product itself.

By using objective criteria to rate competing products, CONSUMER REPORTS provides consumers with
information to guide them in their buying decisions. It also helps them develop strategies that will make them
smarter consumers in the years to come.

Typically, CONSUMER REPORTS carries major reports on six or seven products in each issue plus mini-
reports on additional products in "Front Lines" and "Product Updates." In addition, it reports on road tests of
at least one group of cars. The December issue includes ratings of products commonly given as gifts. The
April issue is on automobiles.

Articles take one of several approaches. They rate a product as a result of product testing, describe how to
evaluate and shop for a product, or combine both approaches.
LEARNING OBJECTIVES

 To learn how to compare and evaluate products based on a set of established criteria..
 To discover how Consumers Union tests and evaluates products.

 To use a ratings chart to compare and evaluate products.

 To develop shopping strategies for buying different products.

 To discover where and how to comparison shop for a product.

 To explore social, health, safety, and environmental consequences of product choices.

 To explore consumer rights and responsibilities regarding products.

 To develop healthy skepticism toward product and advertising claims.

 To understand how marketing goals affect product advertising.

VOCABULARY

brand product performance

model product reliability
product product testing

KEY CONCEPTS
  Shoppers can consider many factors when choosing a product-- performance,
convenience, durability, price, style, alternative products, impact on health, safety, and the
environment, and so on. A wise shopper prioritizes these factors and develops a shopping
strategy before making a purchase.

 Prices for the same product may vary from store to store, so comparison shopping
can pay off. This is especially true for electronic gear and appliances.

 There are two ways to evaluate the performance of a product-- how it performs when
used according to directions and how it performs when used the way people actually
use it. A product should pass both tests.

 A well-known brand name --or a high price-- does not necessarily mean a product is
best. Testing sometimes shows less expensive or store brands to be as good as or better
than costlier national brands.

 Extra features and special qualities, such as sturdier construction, usually add to a
product's cost. Evaluating whether extra features and special qualities will be needed can
help save money.

 Consumers have the right to expect products to be safe and to perform according to
manufacturers' claims. But not all products live up to safety and performance standards.

 By consulting product articles, consumers can get the information they need to make
wise choices.

TEACHING STRATEGIES

BEFORE READING

Explore what students already know about this product.

 What experiences have you had with this product in the past? What brand names do you associate
with it? Why?

 Have you seen ads for this product? If so, what claims do the ads make about the product? Do you
have any doubts or questions about these claims? Explain.

 Where could you go shopping for this product&emdash; stores, mail-order, other? What might be the
advantages or disadvantages of each place?

 What features or characteristics would you look for in this product? What would you want to avoid?
What price would you expect to pay?

Explore how to gather information from product articles..

Have students read only the ratings chart(s) for a product, and choose a brand/model based only on the
information there. Then have students read the entire article and decide whether or not they would stick with
that choice and why. Point out that you can get quick advice by consulting just the "shopping strategy" and
ratings chart(s), but that for a full understanding of your buying options, you should read the complete article,
including the details on the models.

DISCUSSION AND ACTIVITIES

Explore how CU conducted its evaluation of the product..

 What criteria did CU use to judge the product? Are those the same criteria you would use? Explain.
How important is performance? Reliability? Environmental impact?

 What tests did CU carry out in its evaluation of this product? How else did it gather information about
the product?

 Review how CU tests products. and glean information from the article.) Discuss: When testing a
product, in what ways might bias or error creep in? (Tester could favor one brand; measuring tools
could be inexact; testing conditions could vary from sample to sample; etc.) How do you suppose
CU might keep these things from happening? ("Blind test" with coded samples; use same tools; test
all samples under the exact conditions --control variables; use test methods that operate without
human intervention, etc.)

 If you were testing this product, what would be some very important tests? What would be some
less important tests? Should results of all these tests count the same when rating the product?
Explain. (Consumer Reports "weights" test data so that the more important factors have a greater
impact than insignificant ones on the product's final rating. For instance, in rating alarm clocks, ease
of setting the alarm might be less important than keeping accurate time.)

Consider who besides consumers might benefit from reading this product report.

 Suppose you're the manufacturer of one of the products rated poorly in this article. What changes
might you make in the product as a result of the article? Explain.

 Suppose you're the manufacturer of one of the products rated highly in this article. How might you
use the information? (Remember, CU does not allow manufacturers to use its name for advertising)

 Suppose you're a store owner who sells this product, an inventor, or an official in a consumer
agency. How might you use the information from the article?

How CU Selects, Buys, Tests, and Rates Products

"Most products work --more or less," states R. David Pittle, CU's Technical Director. "It's the 'more
or less' part that gives product testing at CU such a unique place in the market."

CU follows this procedure to test and rate products:

Selection. A selection committee chooses the kinds of products to test. It takes into account
reader requests, reader surveys, reader interest in past reports, and a variety of other
information/concerns. Next, a marketing study determines what brand/models should be tested.
CU generally looks for brand/models (both national and regional) likely to be available to the most
readers.

Samples. To make sure that the products tested are just like those consumers will find in the
open market, CU sends shoppers with cash to buy the products to test at retail from stores across
the country. It does not accept samples from manufacturers nor order directly from them. Because
the quality of a product can vary from sample to sample due to its age, the plant where it was
made, how it was stored, and other factors, CU often buys several samples of each brand/model
in different parts of the country.

Test design. For some products, industry or government agencies have developed standardized
tests that CU follows. Sometimes CU modifies the tests to yield more useful consumer
information. But very often, CU develops its own testing procedures, and even builds the testing
equipment needed. For example, to test mattress durability, engineers built a "mattress basher"
that pounds mattresses with "fannies" made of glued-together bowling balls.

Testing. Most of CU's product tests are conducted in modern, well-equipped laboratories at its
National Testing and Research Center in Yonkers, New York. Auto testing is carried out at CU's
test track in southeastern Connecticut.

A product may undergo only a few or a dozen or more test sequences. These may include:

 Laboratory tests, during which each sample is subjected to exactly the same procedures
and measurements;
 Controlled-use tests, in which a group of users try out the product according to CU
directives;

 Evaluations by panels of experts.

To eliminate bias, wherever practical, test managers remove original packaging and identifying
labels and replace them with standard containers and code numbers before user-panel testing
begins.

Rating. CU rates each product according to a number of criteria. CU takes into account industry
and government standards. But to receive a high rating from CU, a product must be "user-
friendly."

Typically, the results of CU's tests are presented in Consumer Reports in an explanatory report
followed by a "Ratings & Recommendations" section that includes ratings chart(s). Outstanding
products are "check-rated" to show their high quality. In addition, models that feature both high
quality and a modest price may be labeled "best buys." Ratings reports also supply detailed
information about a model (size, standard features, extra features, and so on) with judgments
about how separate features measure up.

Caveats. The ratings of one brand/model doesn't mean that a different model of the same brand
would be ranked the same. And since the different samples of the same brand/model in stores
across the country may vary, there's no guarantee that the sample a consumer buys in the store
will match the quality of the samples tested.
 Plan a product test. .

Review with students the scientific process as it applies to product testing, gleaning information from the
article. Then have students use the activity sheet to plan a product test of their own.

Student Activity 2-A1: Plan a Product Test

ACTIVITY OBJECTIVES

 To understand the purpose and benefits of testing products.

 To identify factors that affect the reliability of product tests

 To identify criteria by which to judge a product.

 To understand basic product-testing processes.

 To evaluate a product based on weighting test results and scores.

ACTIVITY PLAN

 Discuss the steps of product testing. Explore how variation among same-brand samples, test-
procedure conditions, methods of measuring data, and ways of interpreting data all affect test
reliability.

 Have students pick brand/models for the test.

 Review the criteria CU used to judge the product. Then have students use the activity sheet to plan
tests for the three main qualities or characteristics they think the product should have.

 Have students share their test plans with the class and evaluate each other's testing procedures.
Discuss similarities and differences in their plans for testing the same product.

 If possible, have the class select two or three tests they'd like to conduct. Then have students
convert the overall test plans to step-by-step procedures. Obtain test samples and equipment,
prepare forms for recording data, and conduct the test. Evaluate results.

 How did the class' results compare with CU's? If different, explore the reasons why (e.g., testing
procedure and equipment, variation among test samples, number of samples tested, etc.).

ADDITIONAL ACTIVITIES

Research product testing. Have students research how CU and/or manufacturers test products. Present findings to the class using pictures,
flow charts, and other graphics.

Conduct a product test. For inexpensive products such as soap or ballpoint pens, students may be able to carry out tests following their own
design. This can be done by individual students or small groups. Follow up. Have students work out mathematical methods of evaluating the
resulting test data. (They may wish to give more weight to some tests than to others. How will they work this out in practice?) Explore ways of
presenting test data in visual form, such as in charts and graphs.

Research and write a brief article suitable for "Front Lines." Have students identify some environmental, safety, product test, or personal
finance information and insights that would make good features for "Front Lines." Have them research and outline their stories and then write
them in the "Front Lines" style and format.
 Analyze CU's recommendations.

 What strategies and recommendations about choosing this product, if any, did CU make? Do you
agree or disagree? Why?
 What tips would you give a friend shopping for this product? Is there a brand/model that you think
should be avoided? Explain.

 Explore whether consumers could apply CU's recommendations to other models of the same
brand. (CU has found that different models of the same brand often vary in quality or features; it
often addresses this issue in its ratings chart.)

Student Activity 2-A2: Interpret a Ratings Chart

ACTIVITY OBJECTIVES

 To understand how to read and interpret a Consumer Reports ratings chart.

 To learn how to use a ratings chart.

ACTIVITY PLAN

 Discuss the different ways Consumer Reports ratings charts present product information. What are
the advantages of presenting information in these ways? The disadvantages?

 In general, can consumers find all the information they need in a ratings chart, or should they read
the accompanying article, too? Does the article help interpret the chart or vice versa?

 Identify what a check rating and a best-buy rating mean.

 Explore how to interpret the "blob" symbols.

 Have students complete the activity sheet to determine how well they understand the Consumer
Reports ratings chart.

 Discuss students' answers. If students evaluated the same ratings charts, resolve any differences in
their answers.

ADDITIONAL ACTIVITIES

Compare the blobs. Have students identify the different ways the blob symbols are used in Consumer Reports ratings charts and what each
means. Explore why some charts say:

and others simply say:

Make up your own ratings chart. Have students make up a ratings chart for a commonly used non-food product that they've tested. Compare
their charts to those in the magazine. What are the strengths and weaknesses of each?

Student Activity 2-A3: Summarize the Report

ACTIVITY OBJECTIVES

 To identify and summarize the main points from a product report.

 To identify criteria for judging a product.

 To compare products using a product report.

 To form opinions about a product based on a product report.

 To learn how to make purchasing decisions based on a product report.

ACTIVITY PLAN

 Have students choose and read a product report. Then have students use the reproducible activity
sheet to summarize the main points of the article and analyze the advantages and disadvantages of
the top-rated and low-rated brand/models.

 Have students write a paragraph telling which brand/model they'd buy if they were in the market,
and why.

 Have students report their findings to the class.

 Discuss students' findings.

 Help students identify what criteria were used to evaluate the products. Encourage students to rank
these criteria in order of importance. What features and characteristics would the product have to
have in order for you to purchase it? Why? What features and characteristics would be nice to have,
but not absolutely essential? Explain.

ADDITIONAL ACTIVITIES

Prepare an outline. Have students prepare an outline of a CONSUMER REPORTS product article. Direct students to include main points,
secondary points, and supporting details in their outlines.

Write a mini-product report. Have students use the information from the product report they summarized to write a one- or two-paragraph
report which gives the essential information from the CONSUMER REPORTS article.

FROM THE TEACHER

This activity was suggested by Carl Paquet, who teaches Sales and Marketing at Denmark High School in Denmark, WI. When studying
market segmentation, Mr. Paquet has students use "the advantages and problems listed in the magazine for specific automobiles to
determine which type of segment classification (i.e., demographic, psychographics, etc.)" customers would be attracted to. The activity
could work with any product article.

Have students compare what CONSUMER REPORTS says about a product to an ad they've seen
for the product.
  Do you think the product measures up to its ad? Explain. In general, how much stock do you think
consumers should place in product ad claims? Explain.
 Do you think a certain brand/model of this product has special status? If so, does the product
have any features or characteristics deserving of special status? Explain.

Analyze ads. Bring in ads for some products mentioned in CONSUMER REPORTS. Compare ad claims
to what CONSUMER REPORTS said about the products. Alternate. Have students compare product
label/package claims to ads.

Plan an ad campaign. Divide the class into groups and have each group plan an ad campaign for one
brand/model evaluated by CU. (Campaigns may not mention CONSUMER REPORTS, which does not
allow its name or findings to be used for commercial purposes.) Groups should consider the strengths
and weaknesses of their own products as well as those of the competition and evaluate the consumer
markets each ad will target. Have the class evaluate each group's campaign for accuracy, fairness, and
effectiveness.

Discuss the items in "Selling It" and use them as springboards to an exploration of advertising
and marketing practices and ethics.

Student Activity 2-A4: Selling Alert

ACTIVITY OBJECTIVES

 To develop the skills needed to view commercial messages critically.

 To identify misleading commercial messages that belong in "Selling It."

 To understand how marketing "hype" can mislead consumers.

 To analyze and evaluate ad and packaging claims and determine whether they mean what they
imply.

 To identify common advertising hooks (appeals to fears, insecurities, etc.) and techniques (celebrity
endorsement, cute pets, etc.) used in selling products.

ACTIVITY PLAN

 Have students read "Selling It." Have them identify characteristics that make commercial messages
candidates for "Selling It" -- use of faulty statistics, meaningless hyperbole, half truths, etc.

 Discuss what makes a commercial message misleading, confusing, ridiculous, disgusting, or

otherwise objectionable.

 Have students use the activity sheet to identify and describe a product ad that could be a candidate
for "Selling It." Have students identify the type of objectionable technique it exemplifies.

ADDITIONAL ACTIVITIES

Rewrite an offensive ad. Suggest that students rewrite one of the "Selling It" ads and eliminate the advertising hype so it makes a realistic
claim for the product. Have students critique each other's work. Also. Have students write their own humorous commentaries about objectionable
and ridiculous ads and other commercial messages and post them for the class to see.
Prepare marketing guidelines. Discuss marketing ethics. Then have students pretend they work in the marketing department of a large
company. Have them prepare guidelines for selling their products.

Keep an ad log. How many promotional messages do you receive in a day? Make a log sheet to record all
the ads you come across in a two- or three-hour period. Tabulate your data. Then estimate how many ads
you might have seen had you been keeping track all day.

DATE TIME AD FOR? PLACE SEEN

_____________ _____________ _____________ _____________
_____________ _____________ _____________ _____________
Analyze ads that target teens. What hooks/techniques do advertisers use to sell to teen-agers? How effective are they? Have students list
some ads aimed at teen-agers. Then have them identify and analyze the hooks/techniques used.

Explore product shopping strategies.

 What recent buying decision do you think was particularly smart? Why? Was this a planned or
unplanned (impulse) purchase? What recent buying decision do you think was particularly dumb?
Why? Did you plan this purchase or buy on impulse?

 What kinds of purchases should be planned? What kinds, if any, are okay to buy on impulse?
What goes into planning a purchase in advance? (Product research, comparing prices, evaluating
features, judging needs and wants, budgeting, etc.) What influences buying on impulse?
(Emotions, friends, bargains, persuasive marketing, etc.)

 Can you judge the quality of a product by just looking at it? Why or why not? Can you rely on a
salesperson to give you good information about a product? Why or why not?

 What shopping strategies, if any, does CU offer for buying a product you might consider? Would
you follow all or some of these suggestions? Explain.

Student Activity 2-A5: Find It for Less $$$

ACTIVITY OBJECTIVES

 To understand that products often vary in price from store to store.

 To explore the benefits of comparison shopping.

 To develop comparison-shopping skills.

ACTIVITY PLAN

 Divide the class into teams of four or five students each.

 Have each team select from the ratings chart three brand/models to shop for. Discuss why it's
important to make sure prices are for those exact brand/models --no substitutes.

 As a group, brainstorm other factors to consider before deciding where to buy the product.
Possibilities include store guarantees and services; store location (for convenience and cost of
 transportation); and store reputation.

 Have students on each team visit or call at least two stores to collect price information.

 Based on its findings, have each team recommend which brand/model to buy and where to buy it.

 Compare results in class and discuss the importance of comparison shopping.

 Discuss why it's important to shop for the specified brand/models. Have students brainstorm what to
do if they can't find the brand/models mentioned in CONSUMER REPORTS.

ADDITIONAL ACTIVITIES

Be a shopping advisor. Have students use the ratings chart to select brand/ models or product types that would best suit a variety of
consumers, from a financially-strapped student to a financially-sound family to a pragmatic senior citizen. Students should justify their choices.

Write a product-shopping brochure. Divide the class into teams. Have the teams glean shopping tips from the article. Combine the lists and
create a "how-to-shop" brochure for students to share with their families.

Evaluate forms of payment. Have students work in small groups to compute the total cost of buying a specific brand/model if it were paid for
with cash, via an installment plan, or with a bank credit card (taking a full year to pay). Compare the advantages and disadvantages of each form
of payment.

ADDITIONAL ACTIVITIES

Make an environmental/economic evaluation. Discuss environmental and economic factors to consider

when choosing a product and the difficulty of identifying clear "winners" and "losers." (Examples:
disposable versus reusable, biodegradable versus non-degradable; low prices versus exploitive labor
practices.) Consider the tradeoffs and/or ethical questions. Express results in posters, essays, or
informational flyers.