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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

assessment. 248 © Pearson Education Ltd 2009.gov.defra. the cosmetic science • Split learners into new pairings for uk/animalh/by-prods/ industry legal and EU requirements game Whole class teaching default. retailers. requirements (LO1) Card Overview of learning Paired work • Demonstrate where other units (3. role and influence Whole class teaching Activity 8. 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.3). Photocopier 2 GLH cosmetic science • Introduce the unit aims and objectives. 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. • Two-minute individual presentations followed by Q and A. each relating to a specific learning outcome. product development and • Visiting speakers to give presentations representatives. Paper. Pair then joins Activity 8. Following 54 GLH of structured delivery. sale Useful websites: www.hse. trainers. ingredients.uk/ and extrapolation. cosmetic labelling) and cosmetics/vol_1en.gov.uk/files/ Individual work Bell (optional) are copied by tutor and distributed to file36857. swap with another pair (careers related manufacturers. Whole class teaching there are 6 hours for assessment. (LO1) assessment requirements. © Pearson Education Ltd 2009.2).1 Understand all learners. Photocopying and printing permitted for purchasing institution only.pdf • Introduce session objectives. Overview purpose of industry: Key • Ascertain prior knowledge.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. (LO1: AC2) Whole class teaching industry. restricted leffingwell. sale of cosmetics and then work on the brief as a pair. This material is not copyright free. Session 5: Understand the Whole class teaching Unit 8 handbook • Encourage learners to compile a 2 GLH cosmetic science • Introduce session objectives.htm (Activity 8. legal issues in the assessment criteria Whole class teaching AC1 and AC2. 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. etc. industry: Scope legal and EU A5 cards • Explain the scheme of work and the unit • Introduce legal and EU requirements. requirements (health and safety.pdf • Learners list as many types of cosmetic Activity 8.berr. include professional Explain the key Overview of 2 GLH • Learners write an assessment brief for industry: Scope organisations. Activity 8. Photocopying and printing permitted for purchasing institution only.gc.3 Legal and with another pair to share ideas. pens produces an A5 summary card. 5. • 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). associations) (LO1) practical sessions. encourage discussion www. EU requirements: game Whole class teaching of cards • Reflect on learning.1). 249 . This material is not copyright free. as they can think of (Activity 8.hc-sc. www. reflection log (anonymous) good and improvable • Hold a group discussion to consolidate responses from the group.com/ sessions and research methods. animal testing.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. role association allocated at random. • Explain the importance of documenting Overview of assessment criteria of goods. Cards www. • Following activity. to the cosmetic on the cosmetics industry.ca/ • Ask learners to list careers related to cosmetics the cosmetic industry.gov.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. learning. Whole class teaching pubns • Q and A to check learning. outcomes • Learners research specific legal Scissors/guillotine and 6) link with this unit. Paired work www. cosmetic science • Introduce session objectives.

principles and concepts and concepts of • Ascertain prior knowledge. Thaman simple products shampoo. Thaman Group work Activity 8. Natural Beauty Recipe chemicals: revision Book (Rockport. This material is not copyright free. industry: true or false their application: structure and properties of chemicals.9). Paula Begoun and industry: glossary • Reflect on learning from activities in Bryan Barron.g. Perry Romanowski. © Pearson Education Ltd 2009.).5 for answers. The com/ingredientslist. Care Products. Activity 8. Lisa Sharon Belkin. Give each beauty and nail Raw materials and Care Products. ingredients and Zoe Diana Draelos Manufacture of recipes for the manufacture of a simple Materials for producing and Lauren A. etc.4).) edn.5 Structure Beauty Kit: Cosmetic and properties of Recipes You Can Make chemicals: answers at Home (Fulcrum. 2006) questions Deb Carpenter. product descriptor and label. pens 1995) 2 GLH scientific principles • Introduce session objectives. 2008) www. Vol. 2005) cosmetic labels by applying vocabulary Whole class teaching of the cosmetics to listed ingredients. Whole class teaching Cosmetics Cookbook htm • Evaluate the process of manufacture.7 Key 2 GLH scientific principles • Introduce session objectives. empty cosmetic their application: Activity 8. 30 • Tutor to conduct risk assessment. (Booksurge.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. Paired work Beginning Cosmetic 2006) • Learners manufacture a simple Chemistry (Allured. labels (eds). (See (Beginning Press. Activity 8. see Activity 8. 6th Activity 8.4 Structure • Share ideas about product descriptors.7.6 Key cosmetics and (eds). Session 9: Be able to create Whole class teaching Laboratory equipment questions (Activity 8. Vol. 250 © Pearson Education Ltd 2009. principles and concepts • Learners attempt to understand edn.9 Key labels. skin care. Photocopying and printing permitted for purchasing institution only. hair care. Photocopying and printing permitted for purchasing institution only. They should also produce a edn. Go to the Cosmetics • Check learning through revision Counter Without Me. packaging – encourage 2 GLH scientific principles • Introduce session objectives. 30 group of 3–4 learners a specific area to products: summary ingredients used (Informa Healthcare. Cosmetic • Fieldwork in local high street/shopping ingredients in hair. 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 8.8 for answers. 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. Learners nail products (LO2) compile a list of ingredients in a specific range of cosmetics. grids in hair. salons. Tutor to facilitate. 3rd Useful website: shampoo. Whole class teaching • Each group inputs their findings on to a master grid which can be reproduced for individual learners. 251 . nails. and properties of • Reflect on learning from session. research (e. Gill Farrer-Halls. This material is not copyright free. Don’t Whole class teaching the session.herballuxuries. Session 7: Understand the key Whole class teaching Paper. 7th and present and ingredients for a 2 GLH • Introduce session objectives. clipboard. 2007) cosmetic products: simple shampoo • Introduce equipment. Cosmetic (shampoo) (LO3) • Demonstrate shampoo manufacture PPE Formulation of Skin with attention to health and safety. Randy Schueller and (Informa Healthcare. their application: Formulation of Skin centre (stores. 2008) Activity 8. beauty and 2006) colour cosmetics) (Activity 8.Level 3 Advanced Diploma Unit 8 Cosmetic science Unit 8 Cosmetic science Level 3 Advanced Diploma 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. Nature’s Activity 8. (Three Rivers Press. Risk assessment Zoe Diana Draelos and concepts of and Lauren A.6).

This material is not copyright free. hand cream. hand cream. was yellow or a hand cream that was in traditional colours cosmetic chemistry: cosmetic chemistry: • Name examples of essential oils and e.htm responses from the group. 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. pigments and dyes.10 Pigments and dyes: colour stations experiential 252 © Pearson Education Ltd 2009.htm www. manufacturer. animal exudates.11 Essential • Learners use and evaluate coloured (optional) cosmetic products (LO2) on essential oils (Activity 8. Don’t assessment under timed exam empty packages or A4 the session. Thaman Be able to evaluate ingredients in each product and judge the unit (eds). nail enamel). rubbish bins • Gapped handout to check learning of • Provide learners with overview of Paper.11). water/ Ruth Winter. Demonstrations wipes. could be enhanced by industry guests. pens essential oils.10). Cosmetic cosmetic products: its effectiveness (AC3). synthetic Consumer’s Dictionary scientific principles • Introduce session objectives. A Session 12: Understand the key Whole class teaching Same range of cosmetic oil soluble.htm Activity 8. Spatulas.herballuxuries. specific pigments and dyes (e. (table): 2 GLH scientific principles • Introduce session objectives. various usual and unusual pigmented (optional) • Demonstrate uses of oils (vaporiser. 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. face room spray. 253 . 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. lipstick. 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. learners) edn. 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. hand wipes. aromatherapist. laminated images (one chemicals judging Counter Without Me. 7th and use in hair. cosmetics (Activity 8. Photocopying and printing permitted for purchasing institution only. and properties of Go to the Cosmetics conditions. the form of an A3 poster. oils (LO2) cosmetics at various ‘colour stations’ Hand-made cosmetics monitoring their own reactions to without pigment • Give overview of essential oils. retailer.Level 3 Advanced Diploma Unit 8 Cosmetic science Unit 8 Cosmetic science Level 3 Advanced Diploma GLH Content Possible activities Resources GLH Content Possible activities Resources 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. massage). 2007) beauty and nail shampoo. tissues. shampoo. edn.g. © Pearson Education Ltd 2009. including chemicals) and present their findings in of Cosmetic Ingredients 2 GLH and concepts of moisturiser. Vol. • Introduce pigments and dyes. cotton Individual work from the experiential activity.com/ cosmetic. would they use a face colour: a range of their application: oils Key principles Key principles • What are essential oils? cream that was green. 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.g. same range of cosmetics (moisturiser. without pigment? and more unusually Types and origins Types and origins their uses. 6th Paired work cosmetics and their lipstick.neelikon. wool. products. Photocopying and printing permitted for purchasing institution only. (anonymous) good and improvable com/cosmetics.g. a shampoo that off-the-shelf products and concepts of and concepts of • Where do they come from? Industry guests. This material is not copyright free. com/ingredientslist. Whole class teaching • Feedback and reflection on learning enamel remover. e. 30 and harmful effects harmful effects of each product (AC6). www.rohadyechem. (Informa Healthcare. (Three Rivers Press. their effectiveness • Provide each pair of learners with the set for each pair of (Beginning Press. They should Overview of learning Formulation of Skin Assess the hazards also assess the potential hazards and outcomes Care Products.

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. 3rd simple products • Review prior learning of product labels formulae and ingredients. etc. Photocopying and printing permitted for purchasing institution only. • Feedback and reflect on session. litmus paper. cosmetic products: • Review prior learning of health and simple moisturiser their application: cards for moisturiser. pens • Feedback and reflect on session. 30 • Learners compare and evaluate for human use. 1 labelled product. labels industry: Scope GlaxoSmithKline. hair conditioner (including Chemistry (Allured. 2006) moisturiser. 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. at Home (Fulcrum. Gill Farrer-Halls. Whole class teaching Session 14: Understand the key Whole class teaching Recipe cards. Zoe Diana Draelos Session 17: Be able to evaluate Whole class teaching Learners’ products and Lauren A. © Pearson Education Ltd 2009. Thaman 2 GLH cosmetic products: • Introduce session objectives. shadowing. The create a whole class recipe file. industry. hand cream. • Share ideas about product descriptors. cosmetic products: • Review legislation regarding cosmetic Materials for producing Group work (careers related Johnson & Johnson or Product descriptors labelling. 2 GLH and present • Introduce session objectives. Vol. Beauty Kit: Cosmetic Whole class teaching Recipes You Can Make • Evaluate the process of manufacture. This material is not copyright free. They should also produce a Deb Carpenter. Boots. 2008) (moisturiser) (LO3) labelling. For each testing station (table): • Reflect on process of evaluation. spatulas. Nature’s product descriptor and label. 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. tissues Score sheets for individual learners 254 © Pearson Education Ltd 2009. into plain containers Whole class teaching and labelled • Collate evaluations on to a master score sheet. Beginning Cosmetic Manufacture of safety. equipment required PPE Cards are photocopied and shared to • Introduces equipment. 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. recipes. Cosmetic Testing and in previous session Formulation of Skin Individual work trialling of products decanted into plain Care Products. lip balm. 2008) moisturiser. Understand the key Paired work Whole class teaching scientific principles • Feedback and reflect on learning from • Ask learners to investigate brand and concepts of visit: cosmetic labels and evaluate. 2 GLH scientific principles • Introduce session objectives. recipes for the manufacture of a simple Risk assessment Cosmetics Cookbook Whole class teaching (Booksurge. 255 . edn. equipment and formulae).Level 3 Advanced Diploma Unit 8 Cosmetic science Unit 8 Cosmetic science Level 3 Advanced Diploma GLH Content Possible activities Resources GLH Content Possible activities Resources 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. interview. ingredients and (LO2) Lisa Sharon Belkin. Photocopying and printing permitted for purchasing institution only. labels • Visit to a cosmetics laboratory. Materials for producing Ingredients. laboratory. (moisturiser) made (eds). e. This material is not copyright free.g. containers and labelled (Informa Healthcare. and ingredients for a cosmetics and • Groups of 3–4 learners create recipe Perry Romanowski. 1995) • Reflect on learning from session. Paired work Natural Beauty Recipe • Learners manufacture a simple Book (Rockport.12).

(hand cream) (LO3) Activity 8. individual learners 256 © Pearson Education Ltd 2009. Their partner has to identify 1 labelled product. Testing and trialling in previous session and harmful effects (Activity 8. etc. This is a fun into plain containers activity to assess learning.g. Each group could research a specified Visits to department • Feedback and reflect on session. branches of Session 22: Be able to Whole class teaching ICT facilities for Clarins) and a range of cosmetics (e. stores. © Pearson Education Ltd 2009.herballuxuries.. Olay.ca/cps- • Discuss research findings. Photocopying and printing permitted for purchasing institution only. newspapers. Group work perspectives on use of cosmetics. and ingredients for a reasons why (Activity 8.ca/cps- cosmetic products: (moisturiser) made they sort cards identifying ingredients spc/person/cosmet/ 2 GLH • Introduce session objectives. research shampoo. L’Oreal. 257 . for human use. 2 GLH cosmetic products: • Introduce session objectives. no longer in use (mercury. college/university 2 GLH cosmetic products • Introduce session objectives. (table): from Activity 8. info-ind-prof/_hot-list- Session 19: Be able to create Whole class teaching Laboratory equipment arsenic.gc. Photocopying and printing permitted for purchasing institution only. Superdrug. labels check understanding. ingredients (LO4) Useful websites: • Ask learners to research harmful Session 20: Be able to evaluate Whole class teaching Learners’ products ingredients and effects. summarise findings. • Ingredients role play. www. Manufacture of safety. 2 GLH cosmetic products: • Review prior learning of health and simple hand cream Whole class teaching com/ingredientslist. Tutor to the use of cosmetic ingredients (LO4) • Learners research cosmetic ingredients spc/person/cosmet/ facilitate.hc-sc.14). harmful effects of ICT facilities for ingredients and effects. plasticisers) and the critique/hotlist-liste and present • Introduce session objectives. memory. range of companies (e. the harmful ingredient being played spatulas. ICT facilities products: Historical • Revisit learning from previous session. day cream). trade products: Historical • Introduce historical perspectives on the lecturer or student of (LO4) journals.13). relating to claimed beneficial effects ingredients (LO4) leaflets Whole class teaching made by cosmetics manufacturers. • Field work: 3–4 learners collate evidence the use of cosmetic • Visiting speaker followed by Q and A. local expert in-store advertising.14 or try to do this from • Reflect on process of evaluation. They may use the cards sheet. white lead. out. litmus paper. Photocopier Whole class teaching The potentially • Introduce overview of harmful • Evaluate the process of manufacture. a range of cosmetic research Paired work • Reflect on learning from session. Useful websites: Whole class teaching perspectives on Paired work www. manufacture and product Materials for producing • Feedback and reflect with Q and A to htm simple products labelling. 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.13 Paired work PPE Ingredients no longer • Learners manufacture a simple hand in use: summary Risk assessment cream.herballuxuries. DBP.g. cosmetic science or a billboard posters.14 Harmful Whole class teaching and labelled ingredients and effects: pairs.gc. This material is not copyright free. 2 GLH evaluate cosmetic • Introduce session objectives. after which www. Working in Activity 8.hc-sc. 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. Boots.Level 3 Advanced Diploma Unit 8 Cosmetic science Unit 8 Cosmetic science Level 3 Advanced Diploma GLH Content Possible activities Resources GLH Content Possible activities Resources Session 17: Master score sheet Session 20: Master score sheet 2 GLH Activity 8.12 Evaluation 2 GLH Activity 8. tissues • Feedback and reflection with Q and A Score sheets for to check understanding. They should also produce a Session 23: Be able to evaluate Whole class teaching Card product descriptor and label. magazines. learners should role play harmful • Collate evaluations on to a master score What am I? For each testing station ingredients. • Share ideas about product descriptors.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. This material is not copyright free.

Whole class teaching Whole class teaching • Evaluate the process of manufacture. and ingredients for 2 GLH cosmetic products: • Introduce session objectives. For each testing station themselves and design a suitable Overview of learning (table): cosmetic product outcomes • Reflect on process of evaluation. conclusions • Learners write an assessment brief for assessment criteria They should also produce a product (LO4: AC7) AC7. cosmetic product into plain containers (LO3: AC4). use of Overview of spatulas. 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. it will be achieved using examples of • Reflect on learning from session. Unit 8 Handbook named brands provided by tutor. and ingredients for a 2 GLH cosmetic products: • Introduce session objectives. health and safety) and assessment criteria tissues assesses the finished product (recipe. 259 . and labelled information to the unit • Collate evaluations on to a master score complement hand cream) from a recipe they produce sheet. hair shampoo. • Reinforce assessment criteria and how • Share ideas about product descriptors. Testing and trialling session decanted into Paired work Whole class teaching cosmetic products: shampoo. product and label mock-up). Overview purpose of cosmetic products: • Review prior learning of health and simple lip balm Compare and the unit Paired work Manufacture of safety. work on the brief as a pair. and its uses for label/product descriptor (in AC4). © Pearson Education Ltd 2009. balm) made in previous and trialling of cosmetics (moisturiser.12 Evaluation (anonymous) good and improvable of cosmetics: trialling responses from the group. This material is not copyright free. Tutor 1 labelled product. This material is not copyright free. 6 hours Assessment 258 © Pearson Education Ltd 2009. 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. Photocopying and printing permitted for purchasing institution only. manufacture and product Materials for producing contrast the • Use this session for assessment Overview of learning simple products (lip labelling. testing • Introduce session objectives. litmus paper. (anonymous) good and improvable responses from the group. (LO3: AC5) equipment. in supporting Overview of • Learners manufacture a simple lip balm.Level 3 Advanced Diploma Unit 8 Cosmetic science Unit 8 Cosmetic science Level 3 Advanced Diploma GLH Content Possible activities Resources GLH Content Possible activities Resources Session 24: Understand the Whole class teaching Laboratory equipment Session 26: Be able to evaluate Whole class teaching Learners’ products (lip 2 GLH hazards. 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. Present • Each pair of learners must produce one Overview purpose of Whole class teaching cosmetic (moisturiser. Score sheets for individual learners Whole class teaching • Reinforce assessment criteria and how Master score sheet it will be achieved using examples of Activity 8. different audiences monitors the process (method. swap with another pair and then descriptor and label. Photocopying and printing permitted for purchasing institution only. labels effectiveness of preparation and internal formative outcomes balm) (LO3) cosmetic products Paired work Risk assessment assessment.

EP indivudual learning. RL. chemistry: true or Ingredients no group and provide summaries for all learners. Evaluation of aspects of trialling and testing cosmetics that they Mathmatics SM. CT. RL. Learners English CT. 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. This material is not copyright free. property of chemicals: 8. activity. RL. You could even include foods – dyed to assess prior knowledge of legal and EU TW.2 Learners can fill in the reflection log after listening English IE. EP in thinking about the importance of pigments and can be used as a questionnaire for interviewing Pigments and careers: reflection dyes: colour dyes. stations experiential have the choice to use or not use the cosmetics 8. RL. the tutor/ and asks them to define a key word. © Pearson Education Ltd 2009. This material is not copyright free. CT. and concepts of cosmetics 8.9 A glossary sheet which can be used to record key English CT. answers Essential oils PowerPoint presentation an essential oils to check CT. to follow each practical laboratory session. This is a fun activity Legal and EU which should be followed by discussion about requirements: requirements. thoughts. The handout in hair. 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. RL. learners TW. RL.13 This activity is designed to share learning in the English IE. Learners can be answers effects: What encouraged to add to the resource by creating their am I? own ‘what am I?’ cards. ideas questions and experiences either in pairs or as a whole class 8. EP false longer in use: summary 8. 261 . 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.11 This gapped handout is intended for use after the English IE.5 Answers to Activity 8.8 Key principles Answers to Activity 8. or assessment of learning. such important features in cosmetics. RL. the log SM.1 The grid provided has ten rows of five. RL. Photocopying and printing permitted for purchasing institution only. In a group of experienced 8. 8.12 This activity is designed to focus the learner on English CT.4 This activity can be used as straightforward revision English IE.14 This activity can be used to assess prior knowledge English CT. 8. presentation as a lecture. Each ICT TW. 8. or experiences about Structure and essential oils. EP CD-ROM: It is suggested that this PowerPoint is used to English CT. After each part of the presentation chemicals: revision – Essential oils encourage learners to discuss thoughts. record key ingredients. Photocopying and printing permitted for purchasing institution only.7.10 The purpose of this activity is to engage learners English CT. A4 copies of the summary sheet can be given to each learner to 8.Level 3 Advanced Diploma Unit 8 Cosmetic science Unit 8 Cosmetic science Level 3 Advanced Diploma Unit 8 Cosmetic Science Activity Notes Links to Functional Skills Link to PLTS Overview of activities 8. 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. 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. EP Cosmetic industry to the visiting speakers. EP cosmetics: trialling have manufactured as well as those on the market. available. RL. either on the wall or floor.7 A revision exercise to assess prior knowledge or English CT. EP they get an answer right and then they sit down. Key principles vocabulary from the sessions. EP with unusual food colourings. Ask learners what they already know. RL and testing Use the guidelines to set up an evaluation session Key principles assess learning.6 This summary sheet can be enlarged on to four English IE. one for each product range. 260 © Pearson Education Ltd 2009. EP essential oils to check prior learning. Alternatively. 8. 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.3 The cards can be used at the start of the session English IE. For hotball: learners stand up until 8. EP of cosmetics Harmful as well as to consolidate learning which has taken ICT chemistry: ingredients and place during group research. Encourage learners TW. RL. Alternatively. later. At the end of the session. Ask for ideas. TW. learners it could also be used prior to delivery of Key ingredients large sheets. Alternatively. Learners move to each station in turn and industry. ICT TW. and concepts 8.4. they can be used to check learning and. Sets up various ‘colour stations’ around the log professionals about careers in the cosmetic room. to the next learner until everyone has sat down.

© Pearson Education Ltd 2009. list all the types of cosmetics you can think of. Career: 1. Your task is to prepare a 2-minute presentation based on the career. Does this career involve travelling? 7. Where do people with this career work? 6.1 Understand the cosmetic Activity 8. 262 © Pearson Education Ltd 2009. This material is not copyright free. This material is not copyright free. What do people with this career dislike about their work? 10.2 C  osmetic industry careers: science industry reflection log Session 1 Session 2 Name: Group or class: Name: Group or class: In the boxes. What training is required for this career? 3. 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. What qualifications are required for this career? 2. 263 . Photocopying and printing permitted for purchasing institution only. Complete the following information on careers associated with the cosmetic industry. What do people with this career enjoy about their work? 9. Photocopying and printing permitted for purchasing institution only. What is the pay scale in this career? 5. You should speak to the group in role as a professional. What career progression is likely in this career? 4.Level 3 Advanced Diploma Unit 8 Cosmetic science Unit 8 Cosmetic science Level 3 Advanced Diploma Activity 8. What personal skills are required in this career? 8.

Photocopying and printing permitted for purchasing institution only. 265 .Level 3 Advanced Diploma Unit 8 Cosmetic science Unit 8 Cosmetic science Level 3 Advanced Diploma Activity 8. 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 5.3 Legal and EU requirements: Activity 8. C  onsidering the potential hazard of paraben and quaterneum. considering their potential hazards? Capacity to buy Sales Replacement 4. heat Protective clothing Appropriate Risk assessment hazardous containing these chemicals be contraindicated? and light and equipment training substances 7. Photocopy this sheet on to card and cut into individual cells. Learners should display these as follows. C  onsidering its properties. Each team is given a pack of cards which they Name: Group or class: have to sort according to the five categories below. 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. This material is not copyright free. 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. Photocopying and printing permitted for purchasing institution only. Why are preservatives such as quaterneum or paraben added to cosmetic products? Row 5: Labelling of cosmetics 3. 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 should products containing acetone or quaterneum be stored. Row 1: Sale of Goods Act 1979 1.4 S  tructure and properties of game of cards chemicals: revision questions Session 4 Session 6 This sheet is for tutors/teachers/practitioners only. © Pearson Education Ltd 2009. This material is not copyright free. What does the molecular formula of talc tell us about its component molecules? Control of 6. 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 264 © Pearson Education Ltd 2009. C  onsidering its properties. why might the use of products Ventilation. What types of cosmetic product might contain a humectant such as glycerol? Clinical Rapid information Assessing safety Laboratory 8.

5. A humectant is a chemical which attracts moisture to itself. Isopropyl palmetate contains four more carbon molecules. Hair product Key ingredients Properties 10. beauty and of chemicals: answers nail products: summary grids Session 6 Session 7 This sheet is for tutors/teachers/practitioners only. An emollient is a chemical which soothes and removes dryness. Paraben and quaterneum have been identified as possible allergens. moisturisers and massage lotions.  An emulsifier is required to bond two immiscible liquids to form an emulsion. This material is not copyright free. It is also an active ingredient in anti-dandruff shampoos. 4. Photocopying and printing permitted for purchasing institution only. Therefore. Sodium laurel sulphate is a detergent and lathering agent. Acetone and quaterneum are flammable chemicals.4) Complete the summary grids. silicone (Si). Both chemicals contain the same type of molecules but in a different ratio.5 Structure and properties Activity 8. 267 . 7. dark place. 3. in a cool. Hair product Key ingredients Properties 2.Level 3 Advanced Diploma Unit 8 Cosmetic science Unit 8 Cosmetic science Level 3 Advanced Diploma Activity 8. This tells us that it contains the molecules magnesium (Mg). 12 more hydrogen molecules and two more oxygen molecules than bisabolol. It is a cosmetic ingredient of many skin creams including cleansers. This material is not copyright free. 8. 6. someone with a skin Hair product Key ingredients Properties disorder or who is prone to sensitivity should not use products containing these chemicals. © Pearson Education Ltd 2009. an emulsifier such as cetyl alcohol is added to create a stable cosmetic emulsion. Preservatives are added to cosmetic products to extend their shelf life by preserving the properties of the active ingredients and preventing decay. They should therefore be stored in dark coloured containers. It is commonly found in shampoos and foaming cleansers. 9. Many cosmetic products contain both oil and water which are immiscible. away from direct sunlight. 1. The molecular formula of bisabolol is C15H26O while the molecular formula of isopropyl palmetate is C19H38O2. oxygen (O) and hydrogen (H). Zinc pyrithione has antifungal and antibacterial properties and is commonly used in cosmetics designed to treat fungal and bacterial skin disorders. Name: Group or class: Answers to revision questions (Activity 8. Humectants such as glycerol are used in cosmetic products such as hair conditioners and skin moisturisers. Therefore. Photocopying and printing permitted for purchasing institution only. Hair product Key ingredients Properties 266 © Pearson Education Ltd 2009. The molecular formula of talc is Mg3Si4O10(OH)2.6 K  ey ingredients in hair.

FALSE – the natural pH of skin and hair is about 5. which is slightly acidic. TRUE – oxidation is a redox chemical reaction. 6. TRUE/FALSE 8. TRUE – detergents act as surfactants. TRUE/FALSE 8. FALSE – emollients have a nourishing and soothing effect. TRUE/FALSE 2.8 K  ey principles and concepts of cosmetics chemistry: true or false cosmetics chemistry: answers Session 8 Session 8 This sheet is for tutors/teachers/practitioners only. 4. 269 .Level 3 Advanced Diploma Unit 8 Cosmetic science Unit 8 Cosmetic science Level 3 Advanced Diploma Activity 8. TRUE/FALSE 9. Emollients are added to cosmetics to provide a deep cleansing function such as product removing shampoos or deep cleansing face masks. 5. 1. When an emulsifier is added to a mixture of two immiscible liquids such as oil and water. Circle your answer. This material is not copyright free. TRUE/FALSE 268 © Pearson Education Ltd 2009. 3. Skin and hair are pH neutral. Shampoos clean the hair and scalp by forming an emulsion with sebum which is rinsed away with water. TRUE/FALSE 10. TRUE/FALSE 7. 9. 2. Cosmetic toners contain volatile chemicals which evaporate quickly and have a cooling effect on the skin. FALSE – it forms an emulsion. Formaldehyde is a preservative added to cosmetics to avoid oxidation. FALSE – they attract moisture to the skin. Photocopying and printing permitted for purchasing institution only. TRUE/FALSE 5. This material is not copyright free. TRUE – skin is cooled via evaporation and this process can be speeded up by applying a volatile liquid. it forms an emollient. TRUE/FALSE 4. TRUE – shampoos act like emulsifiers to mix oil with water. 1.7): Each of the statements below refers to a scientific principle or concept relating to cosmetic chemistry. TRUE/FALSE 10. TRUE – skin is slightly acidic and products of a similar pH are kinder to the skin. Identify which statements are true and which are false. Shampoos and cleansers act as foaming agents because they lower the surface tension of water. 3.7 Key principles and concepts of Activity 8. Photocopying and printing permitted for purchasing institution only. 7. Cosmetic products which nourish or moisturise the skin have an acid pH. Humectants are used in cosmetic products because of their astringent effect. 6. Name: Group or class: Answers to true/false questions (Activity 8.5. © Pearson Education Ltd 2009. TRUE – oxidation allows for the growth of harmful bacteria in cosmetics and is prohibited by chemical preservatives. The oxidation of carbon to produce carbon dioxide is an example of a redox chemical process.

brown biscuits). You could get learners to help Redox reaction with this or set it up beforehand. • Learners move to each station in turn and have the choice to use or not use the cosmetics available. black hand soap) or cosmetics designed for children. • Suggested products: Acid pH − lipstick − nail enamel − face cream − hand cream Alkaline − body scrub − soap − hair shampoo Immiscible − hair wax/gel. hand wipes. © Pearson Education Ltd 2009.g. Photocopying and printing permitted for purchasing institution only. face wipes.g. tissues.Level 3 Advanced Diploma Unit 8 Cosmetic science Unit 8 Cosmetic science Level 3 Advanced Diploma Activity 8. This material is not copyright free. Glossary Definition • You could also make things for the colour stations by adding food colouring to foodstuffs (e. cream. maybe 5–6 items on each table and 5–6 stations in total. which have no pigment added to them. Oxidation • Encourage learners to focus on their reactions and think about why they would/wouldn’t use a particular product. cotton wool and a bin for rubbish. green bread) and cosmetic pigments to cosmetics (e. 271 .9 Key principles and concepts of Activity 8. 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. Name: Group or class: • Set up various ‘colour stations’ around the room.10 Pigments and dyes: cosmetics chemistry: glossary colour stations experiential Session 8 Session 10 This sheet is for tutors/teachers/practitioners only. This material is not copyright free. to measure their appeal. Photocopying and printing permitted for purchasing institution only. white hand Complete the glossary by adding a definition to each term listed below.g. joke shops (e. Each station to consist of a table of cosmetics (and/or food) of a similar colour. • You could also include hand-made (or classroom-made) cosmetics. enamel remover. acid yellow face cream). You might find ‘unusually’ coloured cosmetics in party shops. • Some cosmetics should be ‘off the shelf’ products in traditional colours (such as red lipstick. while others should be more unusual. Volatility Humectant Emulsion Emollient Surfactant 270 © Pearson Education Ltd 2009.

extraction. Complete the following paragraphs by writing in the missing words from those below. expression and solvent extraction. Different oils have different properties.11 Essential oils Activity 8. the two categories could each be scored out of 25. eucalyptus. absolute. flammable. materials. They can cause skin so specific aftercare advice should be provided. 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. plant. floats. Untreated herbal distillates are prone to oxidisation and growth. bacterial. each category could be scored out of ten to is the most commonly used method of essential oil production. citrus. Each learner evaluates each product in turn in terms of: • consistency oil in deodorant and in relaxing massage • colour oil. A solvent is used to extract a mixture of essential oil and oil soluble plant material which is called a . the essential oil to the surface and is removed. • pH. As the vapour cools. It is used to produce essential oils from the peel of fruits to produce oils.Level 3 Advanced Diploma Unit 8 Cosmetic science Unit 8 Cosmetic science Level 3 Advanced Diploma Activity 8. Ingestion of essential oils during can harm the foetus. chamomile. pressing. This material is not copyright free. You should also add other products. Raw plant material is heated over give a maximum score of 50. at the testing stations. Methods of production include distillation. None of the products should be identifiable as being produced by a particular learner or company. This will give a total maximum score of 100. decanted into plain containers which are also labelled. herbal. distillates. Uses of essential • tissues. Expression involves mechanically the raw materials of plants. The product left behind is the distillate. oils in include oil in soothing face masks. Another solvent is used to extract the essential oil form the concrete mixture to produce an . Solvent extraction is used to obtain essential oils from . For the home trial. Care should be taken when storing essential oils as they are liquids. This material is not copyright free. smell. Care should be taken when using and essential oils. cosmetics. which are by-products of essential oils. lavender. pregnancy. 272 © Pearson Education Ltd 2009. the wall. Herbal .12 Evaluation of cosmetics: Session 11 trialling and testing Sessions 17/20/26 Name: Group or class: This sheet is for tutors/teachers/practitioners only. Photocopying and printing permitted for purchasing institution only. photosensitivity. 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. are used as skin • perfume • appearance . Photocopying and printing permitted for purchasing institution only. Cosmetics produced by the group are decanted into similar pots and labelled. toners Set up testing stations around the room/laboratory. Each learner adds their score for each product to a master score sheet on so that the essential components as vapour. Distillation Create a scoring system. 273 . © Pearson Education Ltd 2009. evaporate. steam. concentrate. including placebos and branded cosmetics. flowers. storing. For example.

spinal cord and small The potentially harmful effect of adding me to intestine of cows. My salts. ingredient. animal sterols. drying and milling a vomiting. Give each group a set of cards which they have to sort according to the harmful ingredients they describe. irritations. are used in There is insufficient evidence that I am linked with Formaldehyde antiperspirants.Level 3 Advanced Diploma Unit 8 Cosmetic science Unit 8 Cosmetic science Level 3 Advanced Diploma Activity 8. produced synthetically. as chlorohydrates. I include phthalates and DBP which are prohibited I am an ingredient no longer in use because I am Hydroquinone from use. Photocopying and printing permitted for purchasing institution only. mutagenic and/or repro-toxic I am controversial and governed by EU legislation. bactericidal. © Pearson Education Ltd 2009. contact dermatitis. hazardous.14 Harmful ingredients and effects: summary what am I? Session 22 Session 23 This sheet is for tutors/teachers/practitioners only. breast cancer. 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. Photocopying and printing permitted for purchasing institution only. This material is not copyright free. mineral rock. lungs and ovaries. Bovine extract Warfarine I am derived from the brain. 274 © Pearson Education Ltd 2009. This material is not copyright free. I am a potential carcinogenic and am related to Traces of me have been found in tumours in the Coal tar dye asbestos. cosmetics is BSE. 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. Lanolin White lead I am a well-known skin allergen that can cause I am a by-product of the wool production industry. Collagen and gelatine have no known harmful Zirconium Extracts from live animals are relatively risk free. Talc Arsenic I can irritate the lungs causing coughing and I am produced by crushing. Complete the summary sheet. CMR ingredients Plasticisers I am a carcinogenic. Aluminium Dibutyl phthalate (DBP) I have been known to cause localised skin Complex salts are used in high factor sunscreens. effects. Name: Group or class: Enlarge and photocopy this sheet on to card and cut into individual cells. 275 .13 Ingredients no longer in use: Activity 8. Paraben Ingredient Cosmetic Associated hazard I am found naturally in plants and am also I am a chemical used in cosmetics as a preservative.