VTCT Hair and Beauty Studies Level 3 Advanced Diploma ADR Unit 8 PDF

Unit 8 Cosmetic science
Level 3 Advanced Diploma
Unit 8 Cosmetic science

Unit overview
60 Guided learning hours (GLH)
Learning outcomes:
LO1: Understand the cosmetic science industry
LO2: Understand the key scientific principles and
concepts of cosmetics and their application
LO3: Be able to create and present cosmetic
products
LO4: Be able to evaluate cosmetic products
Resources provided:
Sample scheme of work page 00
Overview of activities page 00
Activities page 00
Sample assessment on CD-ROM
PowerPoint presentation on CD-ROM
© Pearson Education Ltd 2009. Photocopying and printing permitted for purchasing institution only. This material is not copyright free. 247
Level 3 Advanced Diploma Unit 8 Cosmetic science Unit 8 Cosmetic science Level 3 Advanced Diploma
Unit 8 GLH Content Possible activities Resources
Session 3: Understand the Whole class teaching ICT suite for research
Cosmetic science 2 GLH cosmetic science
industry: Scope
• Introduce session objectives. Activity 8.2 Cosmetic
Individual work industry careers:
Sample scheme of work (careers related
to the cosmetic
• Research one career related to the individual research
cosmetic industry or professional activity
industry, role
association allocated at random.
and influence
Guided learning hours (GLH): 60 Learner to prepare a 2-minute
of professional
Structure of delivery: The scheme of work for this unit is divided into 2-hour theory sessions and 2-hour presentation in role as professional.
associations) (LO1)
practical sessions, each relating to a specific learning outcome. Following 54 GLH of structured delivery, Whole class teaching
there are 6 hours for assessment. • Two-minute individual presentations
followed by Q and A.
GLH Content Possible activities Resources
Session 4: Understand the Whole class teaching ICT suite for research
Session 1: Understand the Whole class teaching Unit 8 Handbook 2 GLH cosmetic science • Introduce session objectives. Photocopier
2 GLH cosmetic science • Introduce the unit aims and objectives. Overview purpose of industry: Key • Ascertain prior knowledge.
industry: Scope legal and EU A5 cards
• Explain the scheme of work and the unit • Introduce legal and EU requirements.
(LO1) assessment requirements. requirements (LO1) Card
Overview of learning Paired work
• Demonstrate where other units (3, 5, outcomes • Learners research specific legal Scissors/guillotine
and 6) link with this unit. requirements (health and safety, sale Useful websites: www.
• Explain the importance of documenting Overview of
assessment criteria of goods, animal testing, restricted leffingwell.com/
sessions and research methods. ingredients, cosmetic labelling) and cosmetics/vol_1en.pdf
• Introduce session objectives. Paper, pens produces an A5 summary card. Cards www.berr.gov.uk/files/
Individual work Bell (optional) are copied by tutor and distributed to file36857.pdf
• Learners list as many types of cosmetic Activity 8.1 Understand all learners.
www.defra.gov.
as they can think of (Activity 8.1). the cosmetic science • Split learners into new pairings for
uk/animalh/by-prods/
industry legal and EU requirements game
Whole class teaching default.htm
(Activity 8.3).
• Following activity, encourage discussion www.hse.gov.uk/
and extrapolation. Whole class teaching
pubns
• Q and A to check learning.
Paired work www.hc-sc.gc.ca/
• Ask learners to list careers related to cosmetics
the cosmetic industry. Pair then joins
Activity 8.3 Legal and
with another pair to share ideas.
EU requirements: game
Whole class teaching of cards
• Reflect on learning.
Session 5: Understand the Whole class teaching Unit 8 handbook
• Encourage learners to compile a
2 GLH cosmetic science • Introduce session objectives. Overview purpose of
dictionary of key terms and definitions
industry: Review the unit
throughout this unit using an address Paired work
the scope of the
book. • Use this session for assessment Overview of learning
cosmetic science
preparation and internal formative outcomes
Session 2: Understand the Whole class teaching Speakers could industry (LO1: AC1);
assessment.
cosmetic science • Introduce session objectives. include professional Explain the key Overview of
2 GLH • Learners write an assessment brief for
industry: Scope organisations, retailers, legal issues in the assessment criteria
Whole class teaching AC1 and AC2, swap with another pair
(careers related manufacturers, product development and
• Visiting speakers to give presentations representatives, sale of cosmetics and then work on the brief as a pair.
to the cosmetic
on the cosmetics industry. trainers, etc. (LO1: AC2) Whole class teaching
industry, role
and influence Whole class teaching Activity 8.2 Cosmetic • Reinforce assessment criteria and how
of professional • Learners complete a reflection log industry careers: it will be achieved using examples of
associations) (LO1) (Activity 8.2). reflection log (anonymous) good and improvable
• Hold a group discussion to consolidate responses from the group.
learning.
248 © Pearson Education Ltd 2009. Photocopying and printing permitted for purchasing institution only. This material is not copyright free. © Pearson Education Ltd 2009. Photocopying and printing permitted for purchasing institution only. This material is not copyright free. 249
GLH Content Possible activities Resources GLH Content Possible activities Resources
Session 6: Understand the key Whole class teaching Cosmetic labels and Session 8: Understand the key Whole class teaching Activity 8.7 Key
2 GLH scientific principles • Introduce session objectives. packaging – encourage 2 GLH scientific principles • Introduce session objectives. principles and concepts
and concepts of • Ascertain prior knowledge. learners to add to this and concepts of • Introduce key vocabulary for principles of the cosmetics
cosmetics and • Outline key vocabulary relating to resource by saving cosmetics and and concepts of cosmetics. industry: true or false
their application: structure and properties of chemicals. empty cosmetic their application: Activity 8.8 Key
packages Individual work
Structure and Key principles principles and concepts
properties of Paired work and concepts of • Learners complete true or false
Ruth Winter, A questions followed by completion of the cosmetics
chemicals (LO2) • Learners note down key ingredients cosmetic chemistry
Consumer’s Dictionary of definitions in the glossary and/or industry: answers
and other vocabulary from cosmetic (LO2)
of Cosmetic Ingredients individual dictionary (Activity 8.7; see Activity 8.9 Key
labels.
(Three Rivers Press, 6th Activity 8.8 for answers; Activity 8.9). principles and concepts
• Learners attempt to understand edn, 2005)
cosmetic labels by applying vocabulary Whole class teaching of the cosmetics
to listed ingredients. Paula Begoun and industry: glossary
• Reflect on learning from activities in
Bryan Barron, Don’t
Whole class teaching the session.
Go to the Cosmetics
• Check learning through revision Counter Without Me, Session 9: Be able to create Whole class teaching Laboratory equipment
questions (Activity 8.4). (See (Beginning Press, 7th and present and ingredients for a
2 GLH • Introduce session objectives.
Activity 8.5 for answers.) edn, 2007) cosmetic products: simple shampoo
• Introduce equipment, ingredients and
Zoe Diana Draelos Manufacture of recipes for the manufacture of a simple Materials for producing
and Lauren A. Thaman simple products shampoo. labels
(eds), Cosmetic (shampoo) (LO3) • Demonstrate shampoo manufacture PPE
Formulation of Skin with attention to health and safety.
Care Products, Vol. 30 • Tutor to conduct risk assessment. Randy Schueller and
(Informa Healthcare, Perry Romanowski,
Paired work Beginning Cosmetic
2006)
• Learners manufacture a simple Chemistry (Allured, 3rd
Useful website: shampoo. They should also produce a edn, 2008)
www.herballuxuries. product descriptor and label.
Lisa Sharon Belkin, The
com/ingredientslist. Whole class teaching Cosmetics Cookbook
htm • Evaluate the process of manufacture. (Booksurge, 2008)
Activity 8.4 Structure • Share ideas about product descriptors. Gill Farrer-Halls,
and properties of • Reflect on learning from session. Natural Beauty Recipe
chemicals: revision Book (Rockport, 2006)
questions
Deb Carpenter, Nature’s
Activity 8.5 Structure Beauty Kit: Cosmetic
and properties of Recipes You Can Make
chemicals: answers at Home (Fulcrum,
Session 7: Understand the key Whole class teaching Paper, clipboard, pens 1995)
2 GLH scientific principles • Introduce session objectives. Risk assessment Zoe Diana Draelos
and concepts of and Lauren A. Thaman
Group work Activity 8.6 Key
cosmetics and (eds), Cosmetic
• Fieldwork in local high street/shopping ingredients in hair,
their application: Formulation of Skin
centre (stores, salons, etc.). Give each beauty and nail
Raw materials and Care Products, Vol. 30
group of 3–4 learners a specific area to products: summary
ingredients used (Informa Healthcare,
research (e.g. hair care, skin care, nails, grids
in hair, beauty and 2006)
colour cosmetics) (Activity 8.6). Learners
nail products (LO2)
compile a list of ingredients in a specific
range of cosmetics.
Whole class teaching
• Each group inputs their findings on to
a master grid which can be reproduced
for individual learners. Tutor to
facilitate.
Session 10: Understand the key Whole class teaching For each colour station Session 11: Understand the key Whole class teaching CD-ROM: PowerPoint
2 GLH scientific principles • Introduce session objectives. (table): 2 GLH scientific principles • Introduce session objectives. presentation – Essential
and concepts of • Encourage learners to consider the 5–6 cosmetics (and/ and concepts of oils
Paired work
cosmetics and importance of pigments and dyes in or food) of a similar cosmetics and Selection of essential
• Ascertain prior knowledge:
their application: cosmetics, e.g. would they use a face colour: a range of their application: oils
Key principles Key principles • What are essential oils?
cream that was green, a shampoo that off-the-shelf products
and concepts of and concepts of • Where do they come from? Industry guests,
was yellow or a hand cream that was in traditional colours
cosmetic chemistry: cosmetic chemistry: • Name examples of essential oils and e.g. aromatherapist,
without pigment? and more unusually
Types and origins Types and origins their uses. manufacturer, retailer,
• Introduce pigments and dyes. coloured cosmetics
of colour pigments of perfumes used in grower (optional)
Whole class teaching Food colouring Whole class teaching
and dyes used in cosmetic products • Facilitate feedback from paired activity Activity 8.11 Essential
• Learners use and evaluate coloured (optional)
cosmetic products (LO2) on essential oils (Activity 8.11). oils
(LO2) cosmetics at various ‘colour stations’ Hand-made cosmetics
monitoring their own reactions to without pigment • Give overview of essential oils.
various usual and unusual pigmented (optional) • Demonstrate uses of oils (vaporiser,
cosmetics (Activity 8.10). Spatulas, tissues, face room spray, massage). Demonstrations
wipes, hand wipes, could be enhanced by industry guests.
• Feedback and reflection on learning enamel remover, cotton Individual work
from the experiential activity. wool, rubbish bins • Gapped handout to check learning of
• Provide learners with overview of Paper, pens essential oils.
pigments and dyes. ICT facilities for Whole class teaching
Group activity research • Feedback and Q and A to check
• Ask groups of 3–4 learners to research A3 paper learning.
specific pigments and dyes (e.g. water/ Ruth Winter, A Session 12: Understand the key Whole class teaching Same range of cosmetic
oil soluble, animal exudates, synthetic Consumer’s Dictionary scientific principles • Introduce session objectives. products, including
chemicals) and present their findings in of Cosmetic Ingredients 2 GLH
and concepts of moisturiser, shampoo,
the form of an A3 poster. (Three Rivers Press, 6th Paired work
cosmetics and their lipstick, hand cream,
edn, 2005) • Use this session for assessment nail enamel – either
Whole class teaching application: Assess
Paula Begoun and preparation and internal formative actual products or
• Reflect on learning from activities in the basic structures
Bryan Barron, Don’t assessment under timed exam empty packages or A4
the session. and properties of
Go to the Cosmetics conditions. laminated images (one
chemicals judging
Counter Without Me, their effectiveness • Provide each pair of learners with the set for each pair of
(Beginning Press, 7th and use in hair, same range of cosmetics (moisturiser, learners)
edn, 2007) beauty and nail shampoo, lipstick, hand cream, nail
enamel). They should identify the basic Unit 8 Handbook
Zoe Diana Draelos products (LO2: AC3)
structure and properties of the raw Overview purpose of
and Lauren A. Thaman Be able to evaluate ingredients in each product and judge the unit
(eds), Cosmetic cosmetic products: its effectiveness (AC3). They should Overview of learning
Formulation of Skin Assess the hazards also assess the potential hazards and outcomes
Care Products, Vol. 30 and harmful effects harmful effects of each product (AC6).
(Informa Healthcare, of chemicals within Overview of
2006) cosmetic products Whole class teaching assessment criteria
Useful websites: (LO4: AC6) • Reinforce assessment criteria and how
it will be achieved using examples of
www.rohadyechem.
(anonymous) good and improvable
com/cosmetics.htm
responses from the group.
www.neelikon.com/
cosmetic.htm
www.herballuxuries.
com/ingredientslist.htm
Activity 8.10 Pigments
and dyes: colour
stations experiential
Session 13: Understand the Whole class teaching Visit to a cosmetics Session 15: Be able to create Whole class teaching Brand cosmetic product
2 GLH cosmetic science • Introduce session objectives. laboratory, e.g. Boots, 2 GLH and present • Introduce session objectives. labels
industry: Scope GlaxoSmithKline, cosmetic products: • Review legislation regarding cosmetic Materials for producing
Group work
(careers related Johnson & Johnson or Product descriptors labelling. labels
• Visit to a cosmetics laboratory. Learning local laboratory
to the cosmetic and instructions for • Give overview of product descriptors
can be achieved by observation/
industry) (LO1) use (LO3) and labels.
shadowing, interview, etc.
Understand the key Paired work
scientific principles
• Feedback and reflect on learning from • Ask learners to investigate brand
and concepts of
visit: cosmetic labels and evaluate.
cosmetics and their
application (LO2) − How does the reality compare with Individual work
the theory? • Produce a label for a cosmetic product
− Careers related to the cosmetic of your choice.
industry. Whole class teaching
Session 14: Understand the key Whole class teaching Recipe cards, pens • Feedback and reflect on session.
2 GLH scientific principles • Introduce session objectives. Photocopier Session 16: Be able to create Whole class teaching Laboratory equipment
and concepts of
Group work Randy Schueller and 2 GLH and present • Introduce session objectives. and ingredients for a
cosmetics and
• Groups of 3–4 learners create recipe Perry Romanowski, cosmetic products: • Review prior learning of health and simple moisturiser
their application:
cards for moisturiser, hand cream, Beginning Cosmetic Manufacture of safety. Materials for producing
Ingredients, recipes,
lip balm, hair conditioner (including Chemistry (Allured, 3rd simple products • Review prior learning of product labels
formulae and
ingredients, equipment and formulae). edn, 2008) (moisturiser) (LO3) labelling.
equipment required PPE
Cards are photocopied and shared to • Introduces equipment, ingredients and
(LO2) Lisa Sharon Belkin, The
create a whole class recipe file. recipes for the manufacture of a simple Risk assessment
Cosmetics Cookbook
Whole class teaching (Booksurge, 2008) moisturiser.
• Feedback and reflect on session. Gill Farrer-Halls, Paired work
Natural Beauty Recipe • Learners manufacture a simple
Book (Rockport, 2006) moisturiser. They should also produce a
Deb Carpenter, Nature’s product descriptor and label.
Beauty Kit: Cosmetic Whole class teaching
Recipes You Can Make • Evaluate the process of manufacture.
at Home (Fulcrum, • Share ideas about product descriptors.
1995) • Reflect on learning from session.
Zoe Diana Draelos
Session 17: Be able to evaluate Whole class teaching Learners’ products
and Lauren A. Thaman
2 GLH cosmetic products: • Introduce session objectives. (moisturiser) made
(eds), Cosmetic
Testing and in previous session
Formulation of Skin Individual work
trialling of products decanted into plain
Care Products, Vol. 30 • Learners compare and evaluate
for human use, containers and labelled
(Informa Healthcare, products manufactured in previous
2006) evaluate cosmetic Placebos and branded
session plus ‘placebos’ and named
products (LO4) cosmetics decanted
brands provided by tutor (Activity 8.12).
into plain containers
Whole class teaching and labelled
• Collate evaluations on to a master score
sheet. For each testing station
(table):
• Reflect on process of evaluation.
1 labelled product;
spatulas, litmus paper,
tissues
Score sheets for
individual learners
Session 17: Master score sheet Session 20: Master score sheet
2 GLH Activity 8.12 Evaluation 2 GLH Activity 8.12 Evaluation
(Continued) of cosmetics: trialling (Continued) of cosmetics: trialling
and testing and testing
Session 21: Be able to Whole class teaching Speaker could be a
Session 18: Be able to evaluate Whole class teaching For research: popular
2 GLH evaluate cosmetic • Introduce session objectives. college/university
2 GLH cosmetic products • Introduce session objectives. magazines, trade
products: Historical • Introduce historical perspectives on the lecturer or student of
(LO4) journals, newspapers,
Group work perspectives on use of cosmetics. cosmetic science or a
billboard posters,
• Field work: 3–4 learners collate evidence the use of cosmetic • Visiting speaker followed by Q and A. local expert
in-store advertising,
relating to claimed beneficial effects ingredients (LO4)
leaflets Whole class teaching
made by cosmetics manufacturers.
Each group could research a specified Visits to department • Feedback and reflect on session.
range of companies (e.g. L’Oreal, Olay, stores, branches of
Session 22: Be able to Whole class teaching ICT facilities for
Clarins) and a range of cosmetics (e.g. Boots, Superdrug, etc.,
2 GLH evaluate cosmetic • Introduce session objectives. research
shampoo, day cream). ICT facilities
products: Historical • Revisit learning from previous session. Useful websites:
Whole class teaching perspectives on
Paired work www.hc-sc.gc.ca/cps-
• Discuss research findings. Tutor to the use of cosmetic
ingredients (LO4) • Learners research cosmetic ingredients spc/person/cosmet/
facilitate.
no longer in use (mercury, white lead, info-ind-prof/_hot-list-
Session 19: Be able to create Whole class teaching Laboratory equipment arsenic, DBP, plasticisers) and the critique/hotlist-liste
and present • Introduce session objectives. and ingredients for a reasons why (Activity 8.13). www.herballuxuries.
2 GLH
cosmetic products: • Review prior learning of health and simple hand cream Whole class teaching com/ingredientslist.
Manufacture of safety, manufacture and product Materials for producing • Feedback and reflect with Q and A to htm
simple products labelling. labels check understanding.
(hand cream) (LO3) Activity 8.13
Paired work PPE Ingredients no longer
• Learners manufacture a simple hand in use: summary
Risk assessment
cream. They should also produce a
Session 23: Be able to evaluate Whole class teaching Card
product descriptor and label.
2 GLH cosmetic products: • Introduce session objectives. Photocopier
Whole class teaching The potentially • Introduce overview of harmful
• Evaluate the process of manufacture. harmful effects of ICT facilities for
ingredients and effects.
• Share ideas about product descriptors. a range of cosmetic research
Paired work
• Reflect on learning from session. ingredients (LO4) Useful websites:
• Ask learners to research harmful
Session 20: Be able to evaluate Whole class teaching Learners’ products ingredients and effects, after which www.hc-sc.gc.ca/cps-
cosmetic products: (moisturiser) made they sort cards identifying ingredients spc/person/cosmet/
2 GLH • Introduce session objectives.
Testing and trialling in previous session and harmful effects (Activity 8.14). info-ind-prof/_hot-list-
Whole class teaching critique/hotlist-liste
of new products decanted into plain • Produce health and safety leaflet to
• Individual learners compare and containers and labelled www.herballuxuries.
for human use; summarise findings.
evaluate products manufactured in com/ingredientslist.
Evaluate cosmetic Placebos and branded Whole class teaching
previous session plus ‘placebos’ and htm
products (LO4) cosmetics decanted
named brands provided by tutor. • Ingredients role play. This is a fun
into plain containers activity to assess learning. Working in Activity 8.14 Harmful
Whole class teaching and labelled ingredients and effects:
pairs, learners should role play harmful
• Collate evaluations on to a master score What am I?
For each testing station ingredients. They may use the cards
sheet.
(table): from Activity 8.14 or try to do this from
• Reflect on process of evaluation. memory. Their partner has to identify
1 labelled product;
the harmful ingredient being played
spatulas, litmus paper,
out.
tissues
• Feedback and reflection with Q and A
Score sheets for to check understanding.
individual learners
Session 24: Understand the Whole class teaching Laboratory equipment Session 26: Be able to evaluate Whole class teaching Learners’ products (lip
2 GLH hazards, testing • Introduce session objectives. and ingredients for 2 GLH cosmetic products: • Introduce session objectives. balm) made in previous
and trialling of cosmetics (moisturiser, Testing and trialling session decanted into
Paired work Whole class teaching
cosmetic products: shampoo, hand cream) of new products plain containers and
• Use this session for assessment • Individual learners compare and labelled
Organise time Materials for producing for human use;
preparation and internal formative evaluate products manufactured in
and resources to labels Evaluate cosmetic Placebos and branded
assessment under timed exam previous session plus ‘placebos’ and
manufacture a products (LO4) cosmetics decanted
conditions. Unit 8 Handbook named brands provided by tutor.
cosmetic product into plain containers
(LO3: AC4); Present • Each pair of learners must produce one Overview purpose of Whole class teaching
cosmetic (moisturiser, hair shampoo, and labelled
information to the unit • Collate evaluations on to a master score
complement hand cream) from a recipe they produce sheet. For each testing station
themselves and design a suitable Overview of learning (table):
cosmetic product outcomes • Reflect on process of evaluation.
and its uses for label/product descriptor (in AC4). Tutor 1 labelled product;
different audiences monitors the process (method, use of Overview of spatulas, litmus paper,
(LO3: AC5) equipment, health and safety) and assessment criteria tissues
assesses the finished product (recipe,
product and label mock-up). Score sheets for
individual learners
• Reinforce assessment criteria and how Master score sheet
it will be achieved using examples of Activity 8.12 Evaluation
(anonymous) good and improvable of cosmetics: trialling
responses from the group. and testing
Session 25: Be able to create Whole class teaching Laboratory equipment Session 27: Be able to evaluate Whole class teaching Unit 8 handbook
2 GLH and present • Introduce session objectives. and ingredients for a 2 GLH cosmetic products: • Introduce session objectives. Overview purpose of
cosmetic products: • Review prior learning of health and simple lip balm Compare and the unit
Paired work
Manufacture of safety, manufacture and product Materials for producing contrast the
• Use this session for assessment Overview of learning
simple products (lip labelling. labels effectiveness of
preparation and internal formative outcomes
balm) (LO3) cosmetic products
Paired work Risk assessment assessment.
in supporting Overview of
• Learners manufacture a simple lip balm. conclusions • Learners write an assessment brief for assessment criteria
They should also produce a product (LO4: AC7) AC7, swap with another pair and then
descriptor and label. work on the brief as a pair.
Whole class teaching Whole class teaching
• Evaluate the process of manufacture. • Reinforce assessment criteria and how
• Share ideas about product descriptors. it will be achieved using examples of
• Reflect on learning from session. (anonymous) good and improvable
responses from the group.
6 hours Assessment
Unit 8 Cosmetic Science Activity Notes

Links to
Functional Skills
Link to
PLTS
Overview of activities 8.9 A glossary sheet which can be used to record key English CT, RL,
Key principles vocabulary from the sessions. Encourage learners TW, EP
Links to Link to and concepts into the good practice of recording key vocabulary
Activity Notes
Functional Skills PLTS of cosmetics after each session and assessing with Q & A or a
chemistry: ‘hotball’ activity. For hotball: learners stand up until
8.1 The grid provided has ten rows of five. Learners English CT, RL, EP they get an answer right and then they sit down.
could raise their hand or ring a bell each time they glossary
Understand the Mathmatics Tutor starts by throwing a soft ball to a learner
cosmetic science have completed a row. Alternatively, the tutor/ and asks them to define a key word. The learner
industry teacher could sound a bell every 30 seconds to find chooses the next key word and throws the ball on
out who is in the lead. to the next learner until everyone has sat down.
8.2 Learners can fill in the reflection log after listening English IE, RL, 8.10 The purpose of this activity is to engage learners English CT, RL, EP
Cosmetic industry to the visiting speakers. Alternatively, the log SM, EP in thinking about the importance of pigments and
can be used as a questionnaire for interviewing Pigments and
careers: reflection dyes: colour dyes. Sets up various ‘colour stations’ around the
log professionals about careers in the cosmetic room. Learners move to each station in turn and
industry. stations
experiential have the choice to use or not use the cosmetics
8.3 The cards can be used at the start of the session English IE, CT, available. You could even include foods – dyed
to assess prior knowledge of legal and EU TW, EP with unusual food colourings. This is a fun activity
Legal and EU which should be followed by discussion about
requirements: requirements. At the end of the session, they can
be used to check learning and, later, as revision and why learners were attracted (or not) to different
game of cards coloured cosmetics and why pigments and dyes are
preparation for the assessment.
such important features in cosmetics.
8.4 This activity can be used as straightforward revision English IE, RL,
or assessment of learning. Alternatively, learners TW, EP CD-ROM: It is suggested that this PowerPoint is used to English CT, RL, EP
Structure and PowerPoint ‘signpost’ the discussion rather than be delivered
property of can be given the sheet at the start of the session to ICT
guide their research. presentation as a lecture. After each part of the presentation
chemicals: revision – Essential oils encourage learners to discuss thoughts, ideas
questions and experiences either in pairs or as a whole class
8.5 Answers to Activity 8.4. activity. Ask learners what they already know.
Ask for ideas, thoughts, or experiences about
Structure and essential oils.
property of
chemicals: 8.11 This gapped handout is intended for use after the English IE, RL,
answers Essential oils PowerPoint presentation an essential oils to check CT, EP
indivudual learning. In a group of experienced
8.6 This summary sheet can be enlarged on to four English IE, CT, RL,
learners it could also be used prior to delivery of
Key ingredients large sheets, one for each product range. Each ICT TW, EP
essential oils to check prior learning. The handout
in hair, beauty group of learners can be allocated a corner of the should be completed individually and checked as
and nail products: room to input their findings on to the appropriate a group
summary grids sheet, either on the wall or floor. A4 copies of the
summary sheet can be given to each learner to 8.12 This activity is designed to focus the learner on English CT, RL,
record key ingredients. Evaluation of aspects of trialling and testing cosmetics that they Mathmatics SM, EP
cosmetics: trialling have manufactured as well as those on the market.
8.7 A revision exercise to assess prior knowledge or English CT, RL
and testing Use the guidelines to set up an evaluation session
Key principles assess learning. to follow each practical laboratory session.
and concepts
of cosmetics 8.13 This activity is designed to share learning in the English IE, RL,
chemistry: true or Ingredients no group and provide summaries for all learners. ICT TW, EP
false longer in use:
summary
8.8 Key principles Answers to Activity 8.7.
and concepts 8.14 This activity can be used to assess prior knowledge English CT, TW, EP
of cosmetics Harmful as well as to consolidate learning which has taken ICT
chemistry: ingredients and place during group research. Learners can be
answers effects: What encouraged to add to the resource by creating their
am I? own ‘what am I?’ cards.
Activity 8.1 Understand the cosmetic Activity 8.2 C

osmetic industry careers:
science industry reflection log
Session 1 Session 2
Name: Group or class: Name: Group or class:
In the boxes, list all the types of cosmetics you can think of. Complete the following information on careers associated with the cosmetic industry.
Career:
1. What qualifications are required for this career?
2. What training is required for this career?
3. What career progression is likely in this career?
4. What is the pay scale in this career?
5. Where do people with this career work?
6. Does this career involve travelling?
7. What personal skills are required in this career?
8. What do people with this career enjoy about their work?
9. What do people with this career dislike about their work?
10. What else would I like to find out about this career?
Individual research activity

You will be allocated at random a career related to the cosmetic industry or professional association. Your
task is to prepare a 2-minute presentation based on the career. You should speak to the group in role as a
professional.
Activity 8.3 Legal and EU requirements: Activity 8.4 S

tructure and properties of
game of cards chemicals: revision questions
Session 4 Session 6
This sheet is for tutors/teachers/practitioners only.
Photocopy this sheet on to card and cut into individual cells. Each team is given a pack of cards which they Name: Group or class:
have to sort according to the five categories below. Learners should display these as follows.
Row 1: Sale of Goods Act 1979 1. C
onsidering its properties, what kind of hair and/or beauty products might contain the chemical sodium
Row 2: Health and safety laurel sulphate?
Row 3: Animal testing

Row 4: Restricted ingredients 2. Why are preservatives such as quaterneum or paraben added to cosmetic products?
Row 5: Labelling of cosmetics
3. How should products containing acetone or quaterneum be stored, considering their potential hazards?
Capacity to buy Sales Replacement 4. Why might an emollient such as cetyl alcohol or isopropyl palmetate be added as a cosmetic ingredient?
Sale by sample Returns policies
and sell receipts of goods
5. What does the molecular formula of talc tell us about its component molecules?
Control of 6. C
onsidering the potential hazard of paraben and quaterneum, why might the use of products
Ventilation, heat Protective clothing Appropriate
Risk assessment hazardous containing these chemicals be contraindicated?
and light and equipment training
substances
7. What types of cosmetic product might contain a humectant such as glycerol?
Clinical Rapid information Assessing safety Laboratory 8. C

onsidering its properties, in what kind of hair and/or beauty products might you expect to find
Animals Act (1986)
trials sharing and effectiveness research zinc pyrithione?
9. How does the molecular formula of bisabolol differ from that of isopropyl palmetate?
Reformulation
Food and Drugs Minimising risk of Cosmetic
or relabelling Removal from sale
Act 1984 using cosmetics ingredient hotlist
cosmetics
10. What is the purpose of a chemical emulsifier such as cetyl alcohol in cosmetic preparations?
Hazards and
Name and address Product identity Cosmetic
cautions of Key ingredients
of manufacturer and use classification
cosmetics
Activity 8.5 Structure and properties Activity 8.6 K

ey ingredients in hair, beauty and
of chemicals: answers nail products: summary grids
Session 6 Session 7
Name: Group or class:
Answers to revision questions (Activity 8.4) Complete the summary grids.

1. Sodium laurel sulphate is a detergent and lathering agent. It is commonly found in shampoos and
foaming cleansers. Hair product Key ingredients Properties
2. Preservatives are added to cosmetic products to extend their shelf life by preserving the properties of
the active ingredients and preventing decay.
3. Acetone and quaterneum are flammable chemicals. They should therefore be stored in dark coloured
containers, away from direct sunlight, in a cool, dark place.
4. An emollient is a chemical which soothes and removes dryness. It is a cosmetic ingredient of many skin
creams including cleansers, moisturisers and massage lotions.
5. The molecular formula of talc is Mg3Si4O10(OH)2. This tells us that it contains the molecules magnesium
(Mg), silicone (Si), oxygen (O) and hydrogen (H).
6. Paraben and quaterneum have been identified as possible allergens. Therefore, someone with a skin Hair product Key ingredients Properties
disorder or who is prone to sensitivity should not use products containing these chemicals.
7. A humectant is a chemical which attracts moisture to itself. Humectants such as glycerol are used in
cosmetic products such as hair conditioners and skin moisturisers.
8. Zinc pyrithione has antifungal and antibacterial properties and is commonly used in cosmetics designed
to treat fungal and bacterial skin disorders. It is also an active ingredient in anti-dandruff shampoos.
9. The molecular formula of bisabolol is C15H26O while the molecular formula of isopropyl palmetate
is C19H38O2. Both chemicals contain the same type of molecules but in a different ratio. Isopropyl
palmetate contains four more carbon molecules, 12 more hydrogen molecules and two more oxygen
molecules than bisabolol. Hair product Key ingredients Properties
10. An emulsifier is required to bond two immiscible liquids to form an emulsion. Many cosmetic products
contain both oil and water which are immiscible. Therefore, an emulsifier such as cetyl alcohol is added
to create a stable cosmetic emulsion.
Hair product Key ingredients Properties
Activity 8.7 Key principles and concepts of Activity 8.8 K

ey principles and concepts of
cosmetics chemistry: true or false cosmetics chemistry: answers
Session 8 Session 8
Answers to true/false questions (Activity 8.7):

Each of the statements below refers to a scientific principle or concept relating to cosmetic chemistry. 1. TRUE – oxidation is a redox chemical reaction.
Identify which statements are true and which are false. Circle your answer.
1. The oxidation of carbon to produce carbon dioxide is an example of a redox chemical process.
TRUE/FALSE 2. FALSE – it forms an emulsion.
3. TRUE – detergents act as surfactants.

2. When an emulsifier is added to a mixture of two immiscible liquids such as oil and water, it forms
an emollient.
TRUE/FALSE 4. TRUE – oxidation allows for the growth of harmful bacteria in cosmetics and is prohibited
by chemical preservatives.
3. Shampoos and cleansers act as foaming agents because they lower the surface tension of water.
TRUE/FALSE 5. FALSE – the natural pH of skin and hair is about 5.5, which is slightly acidic.
6. FALSE – they attract moisture to the skin.

4. Formaldehyde is a preservative added to cosmetics to avoid oxidation.
TRUE/FALSE
7. TRUE – skin is cooled via evaporation and this process can be speeded up by applying a volatile liquid.
5. Skin and hair are pH neutral.

TRUE/FALSE 8. FALSE – emollients have a nourishing and soothing effect.
6. Humectants are used in cosmetic products because of their astringent effect. 9. TRUE – shampoos act like emulsifiers to mix oil with water.
TRUE/FALSE
10. TRUE – skin is slightly acidic and products of a similar pH are kinder to the skin.
7. Cosmetic toners contain volatile chemicals which evaporate quickly and have a cooling effect on
the skin.
TRUE/FALSE
8. Emollients are added to cosmetics to provide a deep cleansing function such as product removing
shampoos or deep cleansing face masks.
TRUE/FALSE
9. Shampoos clean the hair and scalp by forming an emulsion with sebum which is rinsed away
with water.
TRUE/FALSE
10. Cosmetic products which nourish or moisturise the skin have an acid pH.
TRUE/FALSE
Activity 8.9 Key principles and concepts of Activity 8.10 Pigments and dyes:
cosmetics chemistry: glossary colour stations experiential
Session 8 Session 10
Name: Group or class: • Set up various ‘colour stations’ around the room. Each station to consist of a table of cosmetics (and/or
food) of a similar colour, maybe 5–6 items on each table and 5–6 stations in total.
• Some cosmetics should be ‘off the shelf’ products in traditional colours (such as red lipstick, white hand
Complete the glossary by adding a definition to each term listed below.
cream, brown biscuits), while others should be more unusual. You might find ‘unusually’ coloured
cosmetics in party shops, joke shops (e.g. black hand soap) or cosmetics designed for children.
Glossary Definition
• You could also make things for the colour stations by adding food colouring to foodstuffs (e.g. green
bread) and cosmetic pigments to cosmetics (e.g. acid yellow face cream). You could get learners to help
Redox reaction with this or set it up beforehand.
• You could also include hand-made (or classroom-made) cosmetics, which have no pigment added to
them, to measure their appeal.
• Learners move to each station in turn and have the choice to use or not use the cosmetics available.
Oxidation • Encourage learners to focus on their reactions and think about why they would/wouldn’t use a particular
product. Have they been ‘conditioned’ to think of particular products as being particular colours? What
associations do they make with other colours which are rarely seen in cosmetics? What would encourage
them to try other coloured cosmetics?
Reduction
• At each station you will also need to provide spatulas, tissues, face wipes, hand wipes, enamel remover,
cotton wool and a bin for rubbish.
• Suggested products:
Acid pH − lipstick
− nail enamel
− face cream
− hand cream
Alkaline
− body scrub
− soap
− hair shampoo
Immiscible − hair wax/gel.
Volatility
Humectant
Emulsion
Emollient
Surfactant
Activity 8.11 Essential oils Activity 8.12 Evaluation of cosmetics:

Session 11 trialling and testing
Sessions 17/20/26
Complete the following paragraphs by writing in the missing words from those below. Cosmetics produced by the group are decanted into similar pots and labelled. You should also add other
products, including placebos and branded cosmetics, decanted into plain containers which are also labelled.
absolute, bacterial, chamomile, citrus, concentrate, cosmetics, distillates, eucalyptus, evaporate, extraction,
None of the products should be identifiable as being produced by a particular learner or company.
flammable, floats, flowers, herbal, lavender, photosensitivity, plant, pregnancy, pressing, smell, steam,
storing, toners Set up testing stations around the room/laboratory. Each station to have:
• one labelled product
Essential oils are used in cosmetics not only to improve their but • a supply of spatulas
• litmus paper
because of their additional properties. Different oils have different properties. Uses of essential • tissues.
oils in include oil in soothing face masks, Each learner evaluates each product in turn in terms of:
• consistency
oil in deodorant and in relaxing massage
• colour
oil. Herbal , which are by-products of essential oils, are used as skin • perfume
• appearance
. • pH.
Essential oils are produced by from raw Give each learner a product to take home and evaluate its effectiveness over time and claimed
beneficial effects.
materials. Methods of production include distillation, expression and solvent extraction. Distillation
Create a scoring system. For example, at the testing stations, each category could be scored out of ten to
is the most commonly used method of essential oil production. Raw plant material is heated over give a maximum score of 50. For the home trial, the two categories could each be scored out of 25. This will
give a total maximum score of 100. Each learner adds their score for each product to a master score sheet on
so that the essential components as vapour. the wall.
As the vapour cools, the essential oil to the surface and is removed. The
product left behind is the distillate. Expression involves mechanically
the raw materials of plants. It is used to produce essential oils from the peel of
fruits to produce oils. Solvent extraction is used to obtain essential oils from
. A solvent is used to extract a mixture of essential oil and oil soluble plant
material which is called a . Another solvent is used to extract the essential oil
form the concrete mixture to produce an .
Care should be taken when using and essential oils. They can cause skin
so specific aftercare advice should be provided. Ingestion of essential oils
during can harm the foetus. Untreated herbal distillates are prone to
oxidisation and growth. Care should be taken when storing essential oils as
they are liquids.
Activity 8.13 Ingredients no longer in use: Activity 8.14 Harmful ingredients and effects:
summary what am I?
Session 22 Session 23
Name: Group or class: Enlarge and photocopy this sheet on to card and cut into individual cells. Give each group a set of cards
which they have to sort according to the harmful ingredients they describe.
Complete the summary sheet. Paraben
Ingredient Cosmetic Associated hazard I am found naturally in plants and am also

I am a chemical used in cosmetics as a preservative.
produced synthetically.
I am generally safe but can cause a reaction if you As a salt or compound I am fungicidal and
Mercury are allergic to me. bactericidal.
Lanolin
White lead
I am a well-known skin allergen that can cause
I am a by-product of the wool production industry.
contact dermatitis.
I can be contaminated by pesticides used on foliage I am a water-in-oil emulsifier and am high in
Barbiturates grazed on by sheep. animal sterols.
Talc
Arsenic
I can irritate the lungs causing coughing and I am produced by crushing, drying and milling a
vomiting. mineral rock.
I am a potential carcinogenic and am related to Traces of me have been found in tumours in the
Coal tar dye asbestos. lungs and ovaries.
Aluminium
Dibutyl phthalate (DBP)
I have been known to cause localised skin
Complex salts are used in high factor sunscreens.
irritations.
My salts, as chlorohydrates, are used in There is insufficient evidence that I am linked with
Formaldehyde antiperspirants. breast cancer.
CMR ingredients
Plasticisers
I am a carcinogenic, mutagenic and/or repro-toxic
I am controversial and governed by EU legislation.
ingredient.
I include phthalates and DBP which are prohibited I am an ingredient no longer in use because I am
Hydroquinone
from use. hazardous.
Bovine extract
Warfarine
I am derived from the brain, spinal cord and small The potentially harmful effect of adding me to
intestine of cows. cosmetics is BSE.
Collagen and gelatine have no known harmful
Zirconium Extracts from live animals are relatively risk free.
effects.

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Unit 8 Cosmetic science

Level 3 Advanced Diploma

Unit 8 Cosmetic science

Unit 8 GLH Content Possible activities Resources

Unit 8 Cosmetic Science Activity Notes

Activity 8.1 Understand the cosmetic Activity 8.2 C

Name: Group or class: Name: Group or class:

1. What qualifications are required for this career?

2. What training is required for this career?

3. What career progression is likely in this career?

4. What is the pay scale in this career?

5. Where do people with this career work?

6. Does this career involve travelling?

7. What personal skills are required in this career?

8. What do people with this career enjoy about their work?

9. What do people with this career dislike about their work?

Individual research activity

Activity 8.3 Legal and EU requirements: Activity 8.4 S

Row 3: Animal testing

7. What types of cosmetic product might contain a humectant such as glycerol?

Clinical Rapid information Assessing safety Laboratory 8. C

Activity 8.5 Structure and properties Activity 8.6 K

Answers to revision questions (Activity 8.4) Complete the summary grids.

Hair product Key ingredients Properties

Activity 8.7 Key principles and concepts of Activity 8.8 K

Answers to true/false questions (Activity 8.7):

3. TRUE – detergents act as surfactants.

6. FALSE – they attract moisture to the skin.

5. Skin and hair are pH neutral.

Activity 8.11 Essential oils Activity 8.12 Evaluation of cosmetics:

product left behind is the distillate. Expression involves mechanically

form the concrete mixture to produce an .

so specific aftercare advice should be provided. Ingestion of essential oils

they are liquids.

Ingredient Cosmetic Associated hazard I am found naturally in plants and am also

S-ar putea să vă placă și

Activity 8.1 Understand the cosmetic Activity 8.2 C

Activity 8.3 Legal and EU requirements: Activity 8.4 S

Activity 8.5 Structure and properties Activity 8.6 K

Activity 8.7 Key principles and concepts of Activity 8.8 K

Activity 8.11 Essential oils Activity 8.12 Evaluation of cosmetics: