Study Guide for the Florida Teacher Certification Examination

Marketing 6-12

FLORIDA DEPARTMENT OF EDUCATIONwww.fldoe.org

Developed, produced, and printed under the authority of theFlorida Department of Education

Subject area content developed by theCenter for Education Research and DevelopmentCollege of EducationUniversity of Central Florida

Produced by theInstitute for Instructional Research and PracticeCollege of EducationUniversity of South Florida

Authorization for reproduction of this document is hereby granted topersons acting in an official capacity within the Florida K-20 educationsystem, as enumerated in Section 1000.04, Florida Statutes.

Permission is NOT granted for distribution or reproduction outside theState system of public education or for commercial distribution of thecopyrighted materials without written authorization from theDepartment of Education. Questions regarding use of thesecopyrighted materials are to be addressed to:

FTCE AdministratorFlorida Department of Education

325 West Gaines Street, Suite 414Tallahassee, Florida 32399-0400

Copyright 2004State of Florida

Department of State

Contents

Test and Study Guide Development 1

Preparation for the Test 3

Competencies and Skills 5

Sources for Review 11

Test Format and Sample Questions 17

Test-taking Advice 25

Additional Information 27

Acknowledgments 29

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Test and Study Guide Development

Teacher Certification TestingSince 1980, Florida teacher certification candidates have beenrequired to pass the Florida Teacher Certification Examination(FTCE), which has consisted of tests in reading, writing,mathematics, and professional knowledge. The 1986 FloridaLegislature modified the testing program by also requiring teachercandidates to pass a test in the subject area in which they wish to becertified. In addition, the Legislature substituted the Florida College-Level Academic Skills Test (CLAST) for the reading, writing, andmathematics portions of the FTCE. The 2000 Florida Legislaturereplaced the CLAST with the General Knowledge Test, effective July1, 2002.

The subject area knowledge that is tested on the Marketing 6-12examination was identified and validated by committees of contentspecialists from within the state of Florida. A majority of the committeemembers were public school teachers, but the committees alsoincluded district supervisors and college faculty with expertise in thisfield. Committee members were selected on the basis ofrecommendations by professional associations, experts in the field,and teachers’ unions. In developing the test, the committees used anextensive literature review, interviews with selected public schoolteachers, a large-scale survey of teachers, pilot tests, and their ownprofessional judgment.

Role of the Study GuideThe purpose of this study guide is to help candidates taking the InitialTeacher Subject Area Test in Marketing 6-12 to prepare effectively forthe exam. The guide was designed to familiarize prospective testtakers with various aspects of the exam, including the content that iscovered and the way it is represented. The guide should enablecandidates to direct their study and to focus on relevant material forreview.

This study guide is intended primarily for use by certificationcandidates, who may be students in a college or university teacher-preparation program, teachers with provisional certification, teachersseeking certification in an additional subject area, or persons makinga career change to public school teaching. Candidates may havestudied and worked in Florida or may be from out of state.

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College or university faculty may also use the guide to prepare studentsfor certification, and in-service trainers may find the guide useful forhelping previously certified teachers prepare for recertification ormultiple certification.

This study guide is not intended as an all-inclusive source of subjectarea knowledge, nor is it a substitute for college course work in thesubject area. The list of references is not exhaustive, and the sampleitems are not an exact representation of the content of the actual test.Instead, the guide is intended to help candidates prepare for the subjectarea test by presenting an overview of the content and format of theexamination.

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Preparation for the Test

The following outline may help you to prepare for the exam. Adaptthese suggestions to suit your own study habits and the time youhave available for review.

Overview• Look over the organization of the study guide.

Section 1 discusses the development of the test and study guide.Section 3 presents information about the content of the test.Section 4 contains an annotated bibliography of review sources.Section 5 lists question formats and includes sample test items.Section 6 offers strategies for taking the test.Section 7 identifies sources of further information.

Self-assessment• Decide which content areas you should review.

Section 3 includes the competencies and skills used to developthis subject area test and the approximate proportion of test itemsfrom each competency area. It also cross-references each skillwith the review sources found in Section 4.

Research• Choose the study resources you need.

Section 4 lists sources you can use for a quick review, forspecialized study, or for extensive test preparation.

Review• Study according to your needs.

Review all of the competencies, concentrating on areas withwhich you are least familiar.

Practice• Acquaint yourself with the format of the exam.

Section 5 describes types of questions you may find on the exam.

• Answer sample test questions.Section 5 also gives you an opportunity to test yourself withsample test questions and an answer key.

Final preparation• Review test-taking advice.

Section 6 includes suggestions for improving your performanceon the exam.

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3 Competencies and Skills

The table on the following pages lists the competencies and skillsused as the basis for the Marketing 6-12 exam. These competenciesand skills represent the knowledge that teams of teachers, subjectarea specialists, and district-level educators have determined to beimportant for beginning teachers. This table could serve as a checklistfor assessing your familiarity with each of the areas covered by thetest. The percentage weightings and review sources should help youto organize your review.

The following excerpt illustrates the components of the table:

Competencies are areas of content knowledge.

Skills identify behaviors that demonstrate the competencies.

Percentages indicate the approximate proportion of test items thatrepresent the competencies on the test.

Review sources for a particular skill are listed by number. Eachnumber is keyed to a reference listed in Section 4 of this guide.

1 Knowledge of marketing careers and employability 6

Competency/Skill % Review Sources

Competency Percentage of total test items

Skill Review sources

1 Identify the resources for marketing career research, 3, 8, 15, 29including educational and personal requirements, jobdescriptions, and career ladders.

2 Identify methods for finding job leads and securing 1, 3, 8, 15, 29information about marketing positions.

3 Identify correctly prepared job applications, cover 8, 15, 29letters, and resumes.

4 Identify successful job interview and follow-up 15, 16, 29techniques.

5 Identify acceptable work habits. 1, 3, 8, 15, 16

1 Identify the resources for marketing career research, 3, 8, 15, 29including educational and personal requirements, jobdescriptions, and career ladders.

2 Identify methods for finding job leads and securing 1, 3, 8, 15, 29information about marketing positions.

3 Identify correctly prepared job applications, cover 8, 15, 29letters, and resumes.

4 Identify successful job interview and follow-up 15, 16, 29techniques.

5 Identify acceptable work habits. 1, 3, 8, 15, 16

1 Demonstrate knowledge of the concepts of 1, 15, 16self-understanding, self-esteem, and human relations.

2 Demonstrate knowledge of personal goal setting and 1, 15, 16time management principles.

3 Identify interpersonal skills necessary to foster positive 7, 16working relationships.

4 Identify positive customer/client relations and methods 2, 8of handling difficult customers, customer inquiries, andcomplaints.

5 Identify ethical business practices in work situations. 15, 16

1 Identify principles of verbal and nonverbal 15, 16, 22communications.

2 Apply knowledge of business letters, business reports, 15, 16, 22and interdepartmental and company communications.

3 Identify proper procedures for using the telephone in a 15, 16, 22businesslike manner, addressing callers properly, andgiving and following directions.

4 Demonstrate knowledge of the nature and importance 15, 16, 22of employee communications, including employeepublications and staff meetings.

Table of Competencies and Skills, Percentages, and Review Sources

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Competency/Skill % Review Sources

1 Knowledge of marketing careers and employability 6

3 Knowledge of communications 8

2 Knowledge of human relations 8

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5 Identify modern communications technology and its 8, 22impact on marketing.

1 Analyze information in charts and graphs. 6, 282 Solve sales transaction problems, involving cash, charge, 6, 8, 28

layaway, COD, returns, and discounts.3 Perform marketing calculations, such as stock turnover, 6, 8, 28

net sales, stock-sales ratio, mark-ups, markdowns,planned purchases, and open-to-buy.

4 Calculate purchase order and invoice totals. 6, 8, 285 Analyze profit and loss statements. 6, 8, 286 Identify simple and compound interest. 6, 8, 287 Calculate break-even points. 6, 8, 28

1 Identify economics terminology and economic activities. 8, 192 Identify economic goods, services, and resources. 8, 19, 253 Identify the four types of economic utility. 8, 19, 254 Analyze the concept of supply and demand. 8, 19, 255 Identify the characteristics of the different types of 19, 25, 26

economic systems and how each system answers thethree basic economic questions.

6 Identify the roles of profit risk, competition, and 8, 19, 25productivity in a free enterprise system.

7 Analyze the relationship between government and 8, 19, 26business.

8 Analyze the relationship between organized labor and 19, 26business.

9 Identify the components of Gross Domestic Product 8, 19, 26(Gross National Product).

10 Analyze the phases and characteristics of business 8, 19cycles.

11 Demonstrate knowledge of the issues involved in 8, 19international trade.

Competency/Skill % Review Sources

4 Knowledge of marketing math 7

5 Knowledge of economic principles 14

1 Identify marketing functions and related activities. 8, 192 Identify and analyze marketing strategies. 8, 14, 193 Apply knowledge of the concept of market and market 8, 14, 19

identification to business situations.4 Identify the characteristics and functions of the channels 8, 19, 25

of distribution.5 Identify pricing concepts and the factors affecting selling 8, 19, 25

price.6 Identify the principles of product/service planning and 8, 19, 27

the stages of the product life cycles.7 Identify factors of a business image. 8, 198 Identify characteristics of a marketing mix. 8, 19, 27

1 Identify and analyze the steps of the selling process: 8, 18, 21opening, questioning, substitution, demonstration,handling objections, closing, suggestion selling, andfollow-up.

2 Identify key factors in building a clientele and 8, 18, 21maintaining a customer and prospect list.

3 Identify customer buying motives. 2, 184 Identify the process of feature and benefit selling. 245 Identify the purpose of sales quotas, sales journals, 8, 18, 21, 25

sales training, and sales-incentive programs.

1 Identify fundamentals of store security, safety, and 5, 8, 25maintenance.

2 Identify the steps of the shipping and receiving 5, 8, 25processes.

3 Identify the fundamentals of inventory control and 5, 8, 25recognize inventory variances.

Table of Competencies and Skills, Percentages, and Review Sources

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Competency/Skill % Review Sources

6 Knowledge of marketing principles 14

7 Knowledge of selling 8

8 Knowledge of business operations 5

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4 Identify the fundamentals of credit and the factors 5, 8, 25involved in granting consumer credit.

5 Identify the types of business risks and the methods of 5, 8, 25risk management.

1 Demonstrate knowledge of the elements of the 25promotional mix and its components.

2 Demonstrate knowledge of the factors involved in 21, 25planning promotional programs.

3 Identify the role of the advertising agency. 8, 254 Identify the types of advertising media, and calculate 8, 25

their costs.5 Identify the factors used in the selection and evaluation 8, 21

of advertising media.6 Identify the parts of a printed advertisement. 14, 257 Identify similarities and differences between promotional 8, 21, 25

and institutional advertising.

1 Identify sources of product/service information. 2, 82 Identify grades, standards, warranties, and guarantees. 2, 83 Identify the roles of trade journals/periodicals, professional/ 8, 25

trade organizations, trade shows, and dealer/franchisemeetings.

1 Identify management and management styles. 5, 8, 152 Demonstrate knowledge of human resources 5, 15

development functions, such as motivation, training,and evaluation.

3 Identify factors involved in employee wages, fringe 5, 15benefits, and incentive programs.

4 Identify operating budget procedures. 5, 15, 255 Identify management's role in customer relations. 5, 15, 25

Competency/Skill % Review Sources

9 Knowledge of sales promotion 7

10 Knowledge of product and service technology 3

11 Knowledge of management 6

6 Identify computer applications in marketing: inventory, 5, 8, 15merchandising, math entry, and spreadsheet data fordecision making.

1 Identify how to develop and promote the program and 10, 11how to recruit and place student learners.

2 Identify student placement procedures: training 10, 11stations, training plans, and evaluating students.

3 Demonstrate knowledge of the child labor laws. 9

1 Identify the purposes and functions of a marketing 24education advisory committee.

2 Identify professional publications and organizations. 113 Identify current trends and terminology in marketing 12

education.4 Demonstrate knowledge of the purpose, operations, 8

and goals of vocational student organizations.

1 Describe the elements of entrepreneurship. 4, 7, 13, 14, 232 Identify personal characteristics necessary to be a 4, 7, 13, 14, 23

successful entrepreneur.3 Identify the components of a plan for opening a 4, 7, 8, 14, 23

business.4 Demonstrate knowledge of the different types of 4, 7, 14, 23

business ownership.

Table of Competencies and Skills, Percentages, and Review Sources

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Competency/Skill % Review Sources

12 Knowledge of cooperative education 5

13 Knowledge of program operation 5

14 Knowledge of entrepreneurship 4

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Sources for Review

The annotated bibliography that follows includes basic referencesthat test candidates may use to prepare for the exam. These sourcesprovide a framework for review of subject area knowledge learnedthrough books, course work, and practical experience. Thereferences have been coded to the table of competencies and skills,percentages, and review sources in Section 3 of this guide.

Committees of content consultants compiled the bibliography toaddress the entire range of competencies and skills on the exam. Theconsultants selected references that provide relevant material, givingpreference to sources that are available in college bookstores andlibraries.

This bibliography is representative of sources that can be used toprepare for the exam. The Department of Education does not endorsethese references as the only appropriate sources for review; manycomparable texts currently used in teacher preparation programs alsocover the competencies and skills that are tested on the exam.

1 Bailey, L. (1990). Working skills for a new age (Teacher's ed.).Albany, NY: Delmar.Discusses the pre-employment process including settingcareer goals and searching, applying, and interviewing forjobs. Covers methods for successful job performance,managing money, and developing skills required in theworkplace.

2 Ditzenberger, R., & Kidney, J. (1992). Selling: Helpingcustomers buy (3rd ed.). Cincinnati: South-Western.Details the feature benefit sales concept and thedevelopment of sales skills. Covers customer and humanrelations and provides numerous scripted sales scenarios.Discusses sales management and entrepreneurship.

3 Eggland, S. A. (1984). Marketing careers. Cincinnati: South-Western.Describes the requirements, challenges, and rewards ofmarketing careers and provides examples of careers in themarketing field. Outlines the steps in locating and applyingfor marketing jobs.

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4 Ely, V. K., Berns, R. G., & Popo, D. L. (1990). Entrepreneurship(3rd ed.). Mission Hills, CA: Macmillan/McGraw-Hill.Provides an overview of entrepreneurship. Discusses theadvantages and disadvantages of owning a business and themarketing and financial means needed to be a successfulbusiness owner.

5 Everard, K. E., & Burrow, J. (1984). Business principles &management (8th ed.). Cincinnati: South-Western.Defines and explains business terminology includingproprietorships and partnerships. Explains concepts andstrategies for successful business operation such asproduction and marketing, financing, communicatng, andhuman resources.

6 Fairbank, R. E., & Schultheis, R. E. (1990). Applied businessmath (11th ed.). Cincinnati: South-Western.Analyzes changes occuring in business and personal financepractices and the educational environment. Describeselectronic funds transfer, money market accounts, homeequity loans, and income tax preparation for dependents.

7 Fallek, M. (1988). How to set up your own small business.Minneapolis: American Institute of Small Business.Presents the basic principles of establishing, operating, andsucceeding in a small business. Contains specific, detailedfinancial and operating data for a wide variety of smallbusiness opportunities.

8 Farese, L. S., Kimbrell, G., & Woloszyk, C. A. (1991). Marketingessentials. Lake Forest, IL: Macmillan/McGraw-Hill.Approaches marketing from a global perspective andintroduces global economics and free enterprise systems.Covers essential aspects of business and marketing planningincluding identification of markets, planning distributionchannels, and management and sales skills.

9 Florida Department of Labor and Employment Security.(1992). Florida child labor law. Tallahassee: Child LaborOffice.Presents and summarizes the child labor law. Discussesissues affecting the employment of minors including minimumage, acceptable working hours, hazardous occupations,employee documentation, waivers of the child labor law, andchild labor violations.

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10 Hicks, H. G., Poe, R. W., & Church, O. D. (1981). Gettinginvolved with business. Mission Hills, CA: McGraw-Hill.Reviews the four principal forms of business ownership: soleproprietorships, partnerships, franchises, and corporations.Explores methods of handling business data, planning forbusiness careers, and managing personal resources.

11 Holmes, W. S., Gordon K., & King, J. (1989). Florida DECAhandbook. Orlando: Florida DECA.Provides Florida DECA facts, rules of governance, DECAchapter management information, and ideas for DECApublic relations efforts.

12 Husted, S. W. (1990). Marketing education: A book of readings.Columbus, OH: Marketing Education Association.Offers in-depth review of the philosophy and administrationof marketing education, program coordination, counseling,methods of instruction, and other curriculum considerations.

13 Hutt, R. W. (1982). Creating a new enterprise. Cincinnati: South-Western.Discusses the advantages of entrepreneurship as a careerpath and provides a realistic framework for starting abusiness.

14 Hutt, R. W. (1988). Entrepreneurship: Starting your ownbusiness (2nd ed.). Cincinnati: South-Western.Introduces the concept of entrepreneurship as a possiblecareer path. Provides a realistic framework for startingstudent businesses.

15 Kelly-Plate, J., & Volz-Patton, R. (1991). Career skills (2nd ed.).Mission Hills, CA: McGraw-Hill.Covers career exploration and employment skills includingmaking career decisions and creating a plan of action forlocating and applying for a job. Discusses job expectations,human relationships, and attitudes. Provides a review ofentrepreneurship and money management and includes acareer handbook section covering training requirements andjob projections for careers in a variety of professions.

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16 Kimbrell, G., & Vineyard, B. (1992). Succeeding in the World ofWork (5th ed.). Lake Forest, IL: Macmillan/McGraw-Hill.Discusses making career choices, setting goals, exploringcareers, and applying for jobs. Details knowledge and skillsneeded for a successful career. Also covers moneymanagement, insurance, and responsibilities of workingpersons.

17 Kreitner, R. (1983). Management (2nd ed.). Boston: HoughtonMifflin.Contains a comprehensive introduction to management theoryand practice. Provides a history of management theory anddiscusses strategic planning, problem solving, organizationtheory, job design, staffing, group dynamics, and jobperformance.

18 Marks, R. B. (1985). Personal selling: An interactive approach(2nd ed.). Newton, MA: Allyn and Bacon.Introduces valuable selling techniques and providesopportunities for practicing these techniques. Discussesbehavior and skills required for success in selling.

19 Mason, R. E., Rath, P. M., & Ross H. L. (1980). Marketing:practices and principles (3rd ed.). New York: McGraw-Hill.Presents marketing principles and strategies in a logical andsystematic manner. Offers sample projects to increase generalunderstanding of marketing.

20 Meyer, W. G., Haines, P. G., & Harris, E. E. (1982). Retailing:Principles and practices (7th ed.). New York: McGraw-Hill.Analyzes skills needed for employment in retail stores andservice businesses. Focuses on the competencies needed foreasy entry, rapid adjustment, and planned advancement inretailing. Examines human relationships and covers retailmarketing, merchandising, and management.

21 Meyer, W. G., Kohns, D. P., Harris, E. E., & Stone III, J. R. (1988).Retail marketing. New York: McGraw-Hill.Contains information on retail marketing careers helpful tostudents preparing for entry and advancement in retailmarketing. Discusses computer technology, marketingprinciples, and entrepreneurship.

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22 Moody, P. G. (1987). Skills for the electronic world: Reach a littlehigher. Cincinnati: South-Western.Presents information about the communication skills neededfor the business world. Discusses goal setting, timemanagement, written and oral communication, listeningskills, telephone etiquette, and projecting a professionalimage.

23 Moorman, J. W., & Halloran, J. W. (1993). Entrepreneurship.Cincinnati: South-Western.Introduces marketing, financing, and managing smallbusinesses. Discusses legal considerations for theentrepreneur and analyzes the advantages anddisadvantages of purchasing a franchise.

24 National Center for Research in Vocational Education.(1982). Organize an occupational advisory committee (2nded.). Columbus, OH: The Ohio State University.Details the organization and advantages of advisorycommittees that are closely associated with the vocationalteacher and the problems and concerns experienced at theclassroom level.

25 Palmer, G. D. & Stull, W. A. (1991). Principles of marketing.Cincinnati: South-Western.Provides a broad overview of the marketing process.Covers international marketing, computer usage, ethics, andlegal issues in marketing.

26 Petersen, H. C. (1988). Economics of work. Cincinnati: South-Western.Explains the role of various entities (individuals, businesses,government, and the private sector) within the economicsystem. Defines free enterprise and command and mixedeconomic systems.

27 Samson, H. E., & Little, W. G. (1988). Retail merchandising(10th ed.). Cincinnati: South-Western.Explores retail merchandising issues from a businessmanagement perspective. Discusses personnel policies,merchandising, promoting, and selling retail products.Examines expected future trends in retailing.

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28 Stull, W. A. (1991). Marketing math (3rd ed.). Cincinnati: South-Western.Reviews basic math skills used in entry-level marketingpositions. Provides information about ordering, receiving, andpricing merchandise, maintaining daily records, procedures fortracking inventory, and methods of calculating income andloss.

29 Zedlitz, R. (1993). Getting a job (3rd ed.). Cincinnati: South-Western.Offers an organized approach to finding and securing desiredjobs. Summarizes steps in the job search process includingpreparing resumes, cover letters, and job applications,locating job leads, and interviewing.

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Test Format and Sample Questions

The Marketing 6-12 subject area test consists of approximately 120multiple-choice questions. You will have two-and-one-half hours tocomplete the test.You will receive a test booklet with a separate answer sheet. Eachquestion will contain four response options, and you will record yourselection by bubbling in A, B, C, or D on the answer sheet.The table below presents types of questions on the exam and directsyou to examples of these formats among the sample items that follow.

Table of Question Formats

Direct question Item 4, page 19Choose the response option that bestanswers the question.

Sentence completion Item 1, page 19Select the response option that bestcompletes the sentence.

Command Item 8, page 20Select the best response option.

Scenario Item 5, page 19Examine a situation, problem, or case study.Then answer a question, make a diagnosis,or recommend a course of action byselecting the best response option.

Charts and graphs Item 10, page 20Identify or interpret a diagram by choosingthe response option that best answers thequestion.

Word problems Item 17, page 21Apply mathematical principles to solve areal-world problem.

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Type of question Sample item

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Sample ItemsThe following items represent both the form and content of questionsyou will encounter on the exam. These sample items cannot cover allof the competencies and skills that are tested, and they can onlyapproximate the degree of difficulty of actual exam questions. However,these items will acquaint you with the general format of the exam.

An answer key follows on page 24.

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DIRECTIONS: Read each item and select thebest response.

1. The most appropriate factor in determiningwhere to place a student in the localmarketing community is

A. the student's career objective.

B. the student's transportationarrangements.

C. the wages.

D. the hours.

2. Integrating academic concepts andvocational skills in the classroom occursmost frequently in

A. 2 + 2 programs.

B. marketing business partnerships.

C. applied courses.

D. centers of emphasis.

3. According to the following demandschedule, what is the difference betweenthe demand at a price of $20.00 and thedemand at $10.00?

A. 900

B. 2,400

C. 3,500

D. 5,300

4. Which of the four most common forms ofshipping arrangements do buyers usuallyprefer because of the reduced risk?

A. FOB destination charges reversed

B. FOB shipping point

C. FOB factory freight prepaid

D. FOB destination

5. Stan opened Stan's Hamburgers in June.He was in a profit situation by Septemberwhen an established hamburger chainopened two blocks away. Stan's volumeimmediately decreased by 75%.

Which of the following best describes whataffected Stan's business?

A. His business improved its productivity.

B. His business was the victim ofcompetition.

C. His profit risk was too great.

D. The free enterprise system didn't workunder this circumstance.

6. A course on buying offered to employeeswho aspire to be buyers is called a_____________ program.

A. training

B. human relations

C. benefits

D. sales

DEMAND SCHEDULE FOR 8” TEDDY BEARSNumber of Bears Demanded

Price Per Bear By Customers

$25 50023 70020 90018 1,20017 1,80015 2,30013 3,40012 4,80010 6,200

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7. The manager of Stone's Department Storehas posted a bulletin saying that everydepartment will provide complimentary giftwrapping to customers.

This is an example of management

A. being firm with the store’s customers.

B. setting a positive example.

C. determining store policy.

D. implementing cost-cutting measures.

8. Select the most appropriate question toask on an initial job interview.

A. What is the salary for this position?

B. How many weeks of vacation will theperson hired for this position get?

C. What are the responsibilities of thisposition?

D. What fringe benefits are being offered bythe company?

9. The Gonzalez Company initiated a onemonth sales incentive program thatrewarded salespeople for opening themost new charge accounts, selling thegreatest dollar volume of merchandise, orselling the most winter coats.

Select the answer that best describes thecompany's reason for initiating the monthlong sales incentive program.

A. to increase awareness in the local market

B. to increase sales volume

C. to increase the volume of winter coats onstore shelves

D. to increase advertising

10.

Based upon the information given above,complete the following statement.

The percentage of people whose favoritecolor is yellow is ______ of the peoplewhose favorite color is green.

A. 10%

B. 15%

C. 20%

D. 25%

11. The most common reason individuals losetheir jobs is

A. lack of transportation.

B. inability to get along with co-workers.

C. failure to update technology skills.

D. lack of advanced formal training.

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12. Which of the following would be the mostacceptable method for a sales person tohandle a customer's complaint?

A. Make a decision to handle the complaintusing common sense.

B. Determine how the complaint can behandled within store policy.

C. Refer the customer to anothersalesperson with less experience.

D. Apologize to the customer for beingunable to be of assistance.

13. The primary objective of promotionaladvertising is to

A. make consumers aware of the policies ofan established company.

B. keep a company's name before thepublic.

C. create customer interest in a company’sbusiness plan.

D. introduce a product to a new market orage group.

14. To ensure that a business is coveredagainst a customer's falling in the store,management would secure what type ofinsurance?

A. worker's compensation

B. business interruption

C. personal liability

D. property

15. If Gifts by Chris purchases a jade figure ata cost of $25.00 and marks-up the price by$30.00, what is the retail price?

A. $ 5.00

B. $25.00

C. $30.00

D. $55.00

16. A statement that contains exceptions toand exclusions from a warranty is a(an)

A. disclaimer.

B. implied guarantee.

C. exchange clause.

D. merchantability.

17. Bridgette's Bridal Boutique is placing anadvertisement in the local Sunday paper.The newspaper has quoted a rate of $5.10per column inch. The advertisement will be5 inches long and 3 columns wide.

How much will the advertisement cost?

A. $15.30

B. $25.50

C. $40.80

D. $76.50

18. Mr. Dorsey has just been hired by theWarrick Company. One of his duties is toanswer the telephone during the regulartelephone operator's lunch break.

Which is the most appropriate way toanswer the telephone?

A. "Hello."

B. "Warrick Company."

C. "Good afternoon, Warrick Company."

D. "This is Terrell Dorsey; may I help you?"

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19. Which of the following is a characteristicof prosperity?

A. Unemployment begins to rise.

B. Consumer spending increases.

C. Fewer goods and services are produced.

D. Economic growth slows.

20. One method used to limit or controlinternational trade is

A. tariffs on quotas.

B. international marketing services.

C. factors of production.

D. trade missions.

21. Wishy Washy is a very popular, widelyused bar of soap. It can be found invirtually every local grocery store,drugstore, and discount store.

Which of the following best describes thedistribution strategy for Wishy Washy?

A. intensive distribution

B. selective distribution

C. exclusive distribution

D. random distribution

22. Identify the document that is used todetermine laws regarding child labor.

A. Statistical Abstract for Florida

B. Occupational Outlook

C. Department of Labor Handbook

D. DECA Handbook

23. Analysis of the trading area, competition,market segment, and location would beincluded in which sections of a businessplan proposal?

A. business index and acknowledgments

B. organization and marketing plan

C. financial plan and development module

D. description and analysis of the businesssituation

24. Which medium is most effective forreaching the adolescent market?

A. newspaper

B. direct mail

C. radio

D. trade journal

25. Many businesses no longer usetypewriters. This is an example of whichstage of the product's life cycle?

A. peak

B. rise

C. acceptance

D. obsolescence

26. The boomerang is a sales method used for

A. approaching customers.

B. handling objections.

C. closing sales.

D. substituting merchandise.

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27. Peggy has seen a coworker takingmerchandise out of the store withoutpaying for it.

What action should Peggy take?

A. Report the incident to her supervisorimmediately.

B. Attempt to observe the coworker againbefore turning him in.

C. Approach the coworker with a warning.

D. Assume the coworker had permission totake the merchandise.

28. Which of the following is an example ofform utility?

A. Firewood is sold in the winter.

B. A business changes from a soleproprietorship to a corporation.

C. Sand is made into concrete.

D. Valentine's Day merchandise is moved toa prominent location in the store.

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Answer Key

1. A 11. B 21. A

2. C 12. B 22. C

3. D 13. D 23. D

4. D 14. C 24. C

5. B 15. D 25. D

6. A 16. A 26. D

7. C 17. D 27. A

8. C 18. C 28. C

9. B 19. B

10. A 20. A

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Test-taking Advice

• Go into the exam prepared, alert, and well-rested.

• Complete your travel arrangements prior to the exam date. Planto arrive early so that you can locate the parking facilities andexamination room without rushing.

• Dress comfortably and bring a sweater or jacket in case the roomis too cool.

• Take the following with you to the test site:admission ticketpicture identificationwatchmoney for lunch and change for vending machines

• There are many strategies for taking a test and differenttechniques for dealing with different types of questions.Nevertheless, you may find the following general suggestionsuseful.

• Read each question and all the response options carefully beforemarking your answer. Pay attention to all of the details.

• Go through the entire test once and answer all the questions youare reasonably certain about. Then go back and tackle thequestions that require more thought.

• Check periodically to be sure that you are correctly coding youranswers on the answer sheet. When you answer questions out ofsequence, be certain that the answers you mark on your answersheet correspond to the correct question numbers in the testbooklet.

• When you are not certain of the right answer, eliminate as manyoptions as you can and choose the response that seems best. Itis to your advantage to answer all the questions on the test, evenif you are uncertain about some of your choices.

• Be certain to mark your answers clearly on the answer sheet. Ifyou change an answer, erase the first pencil mark completely.Also make sure there are no stray marks on the answer sheet.

• After completing the exam, go back and check every question.Verify that you have answered all of the questions and that yourresponses are correctly entered.

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Additional Information

Write to the following address to request an FTCE registrationbulletin. You may also request information on test administration,retakes, and score reports, or offer comments about this study guide.

FTCE InquiriesFlorida Department of Education325 West Gaines Street, Suite 414Tallahassee, Florida 32399-0400

Write to the address below for an order form and price list if you wishto order additional copies of this study guide or guides for othersubject areas, the Professional Education Test, the GeneralKnowledge Test, or the Florida Educational Leadership Examination.

Study Guides / USFThe Institute for Instructional Research and PracticeFAO1994202 Fowler AvenueTampa, Florida 33620-7930

Refer to the following Web site for additional FTCE informationincluding upcoming test dates, test registration, pass/fail status, andscore reports.www.cefe.usf.edu

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Acknowledgments

The Department of Education wishes to thank the following people fortheir work with the Florida Teacher Certification Examinationprogram.

Project AdministrationCenter for Education Research and DevelopmentCollege of EducationUniversity of Central Florida

Study Guide Development and ReviewJane Allen-Campion, Teacher, Bay High School, Bay County Public

SchoolsC. Scott Coddington, Teacher, DeSoto High School, DeSoto County

Public SchoolsDenise Dietter, Teacher, Jupiter High School, Palm Beach County

Public SchoolsSue Ellis, Teacher, Lake Wales High School, Polk County Public

SchoolsWally Holmes, Associate Professor, University of West FloridaGeorge E. Huckabay, Teacher, Auburndale High School, Polk County

Public SchoolsKaren Leonard, Teacher, Cape Coral High School, Lee County Public

SchoolsRhea C. Lightner, Teacher, Cocoa High School, Brevard County

Public SchoolsGeraldine G. Phelps, Teacher, Dr. Phillips High School, Orange

County Public SchoolsCynthia Pledger, Teacher, Edgewater High School, Orange County

Public SchoolsJoan Salzberg, Teacher, Westwood High School, St. Lucie County

Public SchoolsMary Schmid, Teacher, McArthur High School, Broward County

Public SchoolsMary Williams, Adjunct Professor, University of West Florida

Test Development and ValidationJane Allen-Campion, Teacher, Bay High School, Bay County Public

SchoolsC. Scott Coddington, Teacher, DeSoto High School, DeSoto County

Public SchoolsDenise Dietter, Teacher, Jupiter High School, Palm Beach County

Public Schools

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Sue Ellis, Teacher, Lake Wales High School, Polk County PublicSchools

Bonnie Graupp, Teacher, William T. Dwyer High School, Palm BeachCounty Public Schools

Wally Holmes, Associate Professor, University of West FloridaRichard Hoptar, Teacher, Lee County Area Vo-Tech School/Trade

Extension Office, Lee County Public SchoolsGeorge E. Huckabay, Teacher, Auburndale High School, Polk County

Public SchoolsKaren Leonard, Teacher, Cape Coral High School, Lee County Public

SchoolsRhea C. Lightner, Teacher, Cocoa High School, Brevard County Public

SchoolsGeorge Millan, Jr., Teacher, Duval County Public SchoolsGeraldine G. Phelps, Teacher, Dr. Phillips High School, Orange County

Public SchoolsCindy Pledger, Teacher, Edgewater High School, Orange County Public

SchoolsJoan Salzberg, Teacher, Westwood High School, St. Lucie County

Public SchoolsMary Schmid, Teacher, McArthur High School, Broward County Public

SchoolsMary Williams, Adjunct Professor, University of West Florida

Study Guide ProductionInstitute for Instructional Research and PracticeCollege of EducationUniversity of South Florida

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