Cosmetology Learning Module 15 – 16’

Scalp Care, Shampooing and Conditioning

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Upon completion of this Cosmetology Learning Module the student will be able to
identify the two most basic requirements for scalp care; demonstrate a scalp massage
during a shampoo service; examine the differences and similarities of treating scalp and
hair that are dry, oily, and/or affected by dandruff; describe how hair brushing
contributes to a healthy scalp; evaluate the uses and benefits of the various types of
shampoo; evaluate the uses and benefits of the various types of conditioners;
demonstrate the appropriate draping for a basic shampooing and conditioning, and
draping for a chemical service; identify the three-part procedure and explain why it is
useful; with 75% accuracy, using the time necessary for the individual student's own
learning pace. A test will be given upon completion of this Cosmetology Learning
Module.

* National Skill Standards:*

 Consulting with clients to determine their needs and preferences.
 Conducting services in a safe environment and taking measures to prevent the spread
of infectious and contagious disease.
 Using a variety of salon products while providing clients services.
 Effectively marketing professional salon products.

To be completed:

1. Milady's Standard Textbook of Cosmetology, Chapter 15, and PP-320 – 355

2. Milady's Standard Textbook of Cosmetology, Chapter 12, PP 264 –267
3. Milady's Standard Textbook of Cosmetology, Chapter 15, Review Questions,
PP 354, # 1 - 8
4. Milady's Standard Textbook of Cosmetology Theory Workbook, Chapter 15
PP 162 - 172
5. Milady's Standard Textbook of Cosmetology Theory Workbook, Chapter 12,
PP 134 – 136, # 68 - 90
6. Science Learning Module 3.5 - Define Acids and Alkalis and Know the
Difference between Them
7. Science Learning Module 3.6 - Describe the Chemistry of Water
8. Science Learning Module 3.7 - Describe the Classifications of Shampoos
And Types of Conditioners
9. Science Learning Module 2.10 - Perform a Mineral Analysis of the Hair
10. Outline Chapter 15
11. State Board Exam # 15
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Must complete one (1) of the following projects:

12. Design your own shampoo and/or conditioner. Design a colorful client
brochure that explains your product and how it works to help stop a scalp or
hair problem. Describe how often the product is used and by whom it is
applied (client or hair designer?). It must have color and be realistic in its
appearance and advertisement claims.
13. Design and record a commercial advertising your own shampoo and/or
conditioner. The recording can be either audiotape or video tape. It must be
30 - 60 seconds in length. It can be done alone or in a group with an
explanation of every member's contributions. A copy of the story board must
be turned in.

Research (optional):
[Remember you must complete one (1) research project per marking period].

14. Write a research paper on the importance of cleanliness of the hair and
scalp. Discuss the repercussions of being dirty, treatments because of the
contraction of diseases, transmission of diseases in the salon, and the effect
one person could have on an entire salon because of uncleanness. The paper
must be in MLA format, at least three-(3) pages in length, typed, or printed
(not cursive) neatly. At least three (3) different resources must be utilized and
a list of resources attached using Citation Machine for formatting.
 Science Learning Module 3.5
Explain what PH is How the pH Scale works

Upon completion of this Science Learning Module, the student will be able to
explain what pH is and how the pH scale works, with 80% accuracy, using the time
necessary for the individual student's own learning pace. A test will be given upon
completion of Science Learning Modules 3.5, 3.6, 3.7 and Cosmetology Learning
Module 15.

To be completed:

1. Milady's Standard Textbook of Cosmetology, Chapter 15, PP 329,

Chapter 12, PP-264 - 267
2. Information Sheet # 1 - The Effects of pH on the Hair.
3. pH Scale Quiz

Must complete one (1) of the following projects:

4. Draw a pH scale of your own. The scale must be at least 11" x 13"
encompassing 90% of the paper.
5. Make a chart of the shampoos and conditioners we use at the shampoo sink
and their pH values. The chart must be at least 11" x 13" encompassing 90%
of the paper.
6. Give a PowerPoint presentation to the class on the pH scale and why we as
cosmetologist needs to have the knowledge and understanding. The
presentation must be at least 4 - 6 minutes in length with an introduction and
a conclusion.

Research (optional):
[Remember you must complete one (1) research project per marking period].

7. Write a research paper on the pH scale and why cosmetologist must have an
understanding and the knowledge of it. The paper must be MLA format, at
least three (3) pages in length, typed or printed (not cursive) neatly. At least
three (3) different resources must be utilized and a list of resources attached
using Citation Machine for formatting.
Cosmetology Information Sheet # 1
Science Learning Module 3.5 (within Module 15 – 16’) Page 1 of 2

Effects of pH on Hair

I. Very Strong Acid (1.0 - 0.0)

A. Dissolve hair completely
B. Corrosive effects on hands and scalp
C. Mineral Acids cannot be used in the salon
1. Nitric
2. Hydrochloric
3. Sulfuric
II. Strong to Mild Acid (pH 1.0 - 6.5)
A. Astringent effect on hair
1. Shrink the cortex in diameter
2. Give hair more "body"
B. Cuticle scales press down more firmly increasing sheen/luster
1. Restoring physical condition of damaged hair
2. Restoring appearance of damaged hair
C. Mild acids reduce chance of tangling and matting when wet to dry
D. Mild acids remove dull, dingy soap scum from cuticle
1. Giving increased highlights
2. Giving increased sheen to the hair
E. Mild acid rinses
1. Acetic acid (vinegar)
2. Carbonic acid (beer)
3. Citric acid (lemon juice)
4. Sold as acid rinses
5. Included in:
a. Neutralizers
b. Cream rinses
c. Fillers
6. Help to overcome excess; porosity of hair following alkaline treatments
a. Bleaching
b. Tinting
c. Waving
d. Straighteners
F. Color rinses may have a remedial effect on hair fibers and give pleasing colors
to bleached hair
III. Neutral (pH 6.5 - 7.5)
A. Neutral solutions do not affect hair very much
B. Advantage when requiring milder changes with already damaged hair
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IV. Mild Alkali (pH 7.5 - 10.0)

A. Hair swells and softens
1. Hair becomes more porous as the cuticle imbrications open
2. Normally resistant hair must be treated with alkaline preparations to
facilitate entry of compounds into the cortex
B. If left in a mild alkaline state hair will be softer and have little body
1. Appear drab and dull
2. Imbrications protrude too much
C. Tend to strip natural oils from the cuticle
1. Dry
2. Lifeless
D. Soap shampoos contain mild alkalis and causes dulling of hair fibers
E. Hydrogen Peroxide solutions are stabilized by mild acids
V. Strong Alkali (pH 10.0 - 14.0)
A. Hair continues to swell in progressively stronger alkaline solutions
1. Hair may reach diameter 10 timed original size
2. Becomes gummy to the touch as the cuticle breaks down
3. Cortex turns into soft jelly-like substance
4. Hair proteins are converted into water soluble breakdown products
B. Hair depilatories have a higher pH range
C. Hair straighteners have a pH range from 10.0 - 14.0
D. Hair loses all of its strength and finally passes into complete solution by
swelling enormously
 Science Learning Module 3.6
Describe the Chemistry of Water

Upon completion of this Science Learning Module, the student will be able to
identify chemistry of hair cosmetics, with 80% accuracy, using the time necessary for the
individual student's own learning pace. A test will be given upon completion of Science
Learning Modules 3.5, 3.6, 3.7 and Cosmetology Learning Module 15.

To be completed:

1. Milady's Standard Textbook of Cosmetology, Chapter 15 - PP 329 - 330 and

Chapter 12 – PP265
2. Worksheet # 1 - Chemistry of Water.

Must complete one (1) of the following projects:

3. Devise an experiment to demonstrate the differences of different types of water

and the effect on the hair. (The project approval must be turned in ahead of
time for approval.)
4. Make a pamphlet or brochure telling clients about the importance of water in
our lives including the effect it can possibly have on the services received.
5 5. Give a PowerPoint presentation to the class on the importance "good" water in
6 a salon or spa. Does it really make a difference in the outcome of the service?
7 The presentation must be 2 - 4 minutes in length including an introduction and
8 a conclusion. A copy of the presentation must be given to the instructor.

Research (optional):
[Remember you must complete one (1) research project per marking period].

6. Write a research paper on the different classifications of shampoos and

conditioners. Explain why a cosmetologist must know the differences from
one shampoo to the next. The paper must be MLA format and at least 4 pages
in length, typed or printed (not cursive) neatly. At least three (3) different
resources must be utilized and a list of resources attached using Citation
Machine for formatting.
Cosmetology Name
Science Learning Module 3.6

Experiment Approval Form

Describe in detail the activities to be demonstrated. Include length of, and any
equipment, materials, chemicals, implements, cosmetics, etc. to be used during this
experiment. The experiment may not be performed until approval has been received
from the instructor (this form has been returned with "approved" written).
Cosmetology Name
Science Learning Module 3.6 (within 15 – 16’) Worksheet # 1

Chemistry of Water

Complete the following sentences with the word or short answer that best completes the
sentence or definition. Answers can be found in Chapter 12 - PP 265 and Chapter 15 -
PP 329 - 330.

1. is the most abundant and important chemical on the earth.

2. At what boiling temperature will water destroy most microbes?

3. What is distillation?

a.

b.

4. are positive charges.

5. are negative charges.

6. What is soft water?

7. What is hard water?

 Science Learning Module 3.7
Describe the Classifications of Shampoos and Types of Conditioners

Upon completion of this Science Learning Module, the student will be able to
evaluate the uses and benefits of the various types of shampoos and evaluate the uses and
benefits of the various types of conditioners, with 80% accuracy, using the time necessary
for the individual student's own learning pace. A test will be given upon completion of
Science Learning Modules 3.5, 3.6, 3.7 and Cosmetology Learning Module 15.

To be completed:

1. Milady's Standard Textbook of Cosmetology, Chapter 15 – 16’ PP 330 – 337

2. Worksheet # 1 - Chemistry of Shampoos.
3. Worksheet # 2 - Chemistry of Conditioners

Must complete one (1) of the following projects:

4. Make a chart of the various shampoos and conditioners we use in the school
at the shampoo sinks. Identify which shampoos are to be used on what hair
type (i.e. dry, oily, damaged). The chart must be at least 11" x 13"
encompassing 90% of the paper.
5. Make a chart of the common ingredients in the shampoos and conditioners
used at the shampoo bowls. The chart must consist of at least 5 shampoos
and all conditioners. The chart must be a t least 11" x 13", encompassing 90%
of the paper.
6. Give a PowerPoint presentation to the class on the various shampoos and
conditioners we use at the school at the shampoo bowls. Include in then
discussion which hair types would use which products. The presentation
must be 5 -7 minutes in length including an introduction and conclusion.

Research (optional):
[Remember you must complete one (1) research project per marking period].

7. Write a research paper on the different classifications of shampoos and

conditioners. Explain why a cosmetologist must know the differences from
one shampoo to the next. The paper must be MLA format and at least four (4)
pages in length, typed or printed (not cursive) neatly. At least three (3)
different resources must be utilized and a list of resources attached using
Citation Machine for formatting.
Cosmetology Name
Science Learning Module 3.7 (within 15 – 16’) Worksheet # 1 Page 1of 1

Chemistry of Shampoos

1. What makes one shampoo better for a particular hair texture or condition?

2. Water is usually the first ingredient in most shampoos. However it is not regular
water. What is it?

a.

b.

3. What is the second ingredient most shampoos have in common?

4. Define the above answer.

5. or water-loving end - attracts water.

6. or oil-loving end - attracts oil.

7. Explain this push-pull action.

8. What are standard components of shampoo?

a.

b.

c.

d.

e.

f.
Cosmetology Name
Science Learning Module 3.7 (within 15 – 16’) Worksheet # 2 Page 1 of 1

Chemistry of Conditioners

1. The best conditioner is only a remedy for problem hair.

2. What are the four (4) basic types of conditioner?

a.

b.

c.

d.

3. Define humectants -

4. Most conditioners have a pH range of .

5. is a chemical mixture of a concentrated

protein and intensive moisturizer.

6. protects the hair from blow-drying, thermal

irons or electric rollers.

7. promotes healing of the scalp.

8. are designed to penetrate the cortex to

temporarily reconstruct the hair.