All about STEM Beauty Camp for teens

STEM CAMP | MANUFACTURING + ENVIRONMENT + ELECTRICAL for grades 6 to College year 1

CAMP TIMES ARE 11 AM to 1 PM

CAMP DAYS ARE Tuesdays & Thursdays (July 10 is Tuesday only)

LOCATION : Downtown Woodstock, Georgia | Our Lab address will be emailed to you at signup!

Materials Fee $25 per week due (Friday by 12 noon for the following week) + 

Camp Tuition $60 per week (due Monday 12 noon of each week) or ask us about our partial Trade-Outs for Tuition Assistance if needed!

                                                                                                                                                                 

WEEK 1 June 5 + June 7

MOISTURIZING BATH + BODY OIL

WEEK 2 June 12 + June 14

PERSONALIZED CLAY FACE MASK

WEEK 3 June 19 + 21

PERFUME BODY SPRITZER

WEEK 4 June 26 + 28

MAKEUP PIGMENTS + NAIL POLISH

WEEK 5 July 10 ONLY

LIP GLOSS + EYE SHADOW

WEEK 6 July 17 + 19

LIP GLOSS + EYE SHADOW

                                                                                                                                                                 

BEAUTY TECH ACTIVITIES

·         Discuss Lab Safety

·         Make lip color

·         Investigate bases

·         Discuss nanoparticles

·         Discuss color theory

·         Discuss minerals

·         Discuss beeswax

·         Discuss how to use a scale

BEAUTY MANUFACTURING

·         Nail Polish

·         Lip Gloss

·         Mineral eye shadow

·         Pigments

·         Clay face mask

·         Moisturizing Bath + Body Oil

STEM SKILLS PRACTICED

·         Unit conversion

·         Color theory

·         Weights + Measures

·         Manufacturing Engineering

·         Microbiology

·         Lab Testing

·         Plant biology

·         pH

·         Integumentary system

·         Environmental science

GEORGIA PERFORMANCE STANDARDS PRACTICED

SCSh2. Students will use standard safety practices for all classroom laboratory and field investigations. a. Follow correct procedures for use of scientific apparatus. b. Demonstrate appropriate technique in all laboratory situations. c. Follow correct protocol for identifying and reporting safety problems and violations.

SCSh4. Students use tools and instruments for observing, measuring, and manipulating scientific equipment and materials. a. Develop and use systematic procedures for recording and organizing information. b. Use technology to produce tables and graphs. c. Use technology to develop, test, and revise experimental or mathematical models.

SCSh6. Students will communicate scientific investigations and information clearly. a. Write clear, coherent laboratory reports related to scientific investigations. b. Write clear, coherent accounts of current scientific issues, including possible alternative interpretations of the data. c. Use data as evidence to support scientific arguments and claims in written or oral presentations. d. Participate in group discussions of scientific investigation and current scientific issues.

SMI1. Students will analyze different types of microorganisms and their defining characteristics. a. Distinguish between different kinds of microorganisms based on cellular structure, molecular biology and biochemical composition. b. Describe how viruses differ from other parasitic microorganisms. c. Compare relative sizes of microorganisms, different types of cell shapes, and various methods used to visualize microorganisms.

SMI5. Students will compare and contrast parameters affecting microbial growth, ways of controlling growth of microorganisms, and examine the effects that physicochemical factors can have on microbes. a. Explain different growth phases of microbial in a batch cultures and the factors that influence these phases. b. Describe environmental factors that influence microbial growth and how these factors vary for different species. c. Compare various physical and chemical methods used to control or prevent microbial growth. d. Explain the various modes of action of specific antibiotics in preventing the growth of microorganisms. e. Describe how exposure to certain chemicals or radiation increase rates of heritable mutations in microorganisms. f. Examine the evolution and spread of antibiotic resistant pathogens.

SPS1. Students will investigate our current understanding of the atom. a. Examine the structure of the atom in terms of proton, electron, and neutron locations. atomic mass and atomic number. atoms with different numbers of neutrons (isotopes). explain the relationship of the proton number to the element’s identity. b. Compare and contrast ionic and covalent bonds in terms of electron movement.

SPS4. Students will investigate the arrangement of the Periodic Table. a. Determine the trends of the following: Number of valence electrons Types of ions formed by representative elements Location of metals, nonmetals, and metalloids Phases at room temperature b. Use the Periodic Table to predict the above properties for representative elements.

SBO6. Students will analyze the economic and ecological importance of plants in society. a. Explain the uses and values of plants in different societies (agriculture, horticulture, industry, medicine, biotechnology). b. Explain how plants impact the environment providing diverse habitats for birds, insects, and other wildlife in ecosystems. c. Investigate ethical issues related to genetic engineering of plants.

Co-Requisite – Content SAP1. Students will analyze anatomical structures in relationship to their physiological functions. a. Apply correct terminology when explaining the orientation of body parts and regions. b. Investigate the interdependence of the various body systems to each other and to the body as a whole. c. Explain the role of homeostasis and its mechanisms as these relate to the body as a whole and predict the consequences of the failure to maintain homeostasis. d. Relate cellular metabolism and transport to homeostasis and cellular reproduction. e. Describe how structure and function are related in terms of cell and tissue types.

SAP2. Students will analyze the interdependence of the integumentary, skeletal, and muscular systems as these relate to the protection, support and movement of the human body. a. Relate the structure of the integumentary system to its functional role in protecting the body and maintaining homeostasis. b. Explain how the skeletal structures provide support and protection for tissues, and function together with the muscular system to make movements possible.

SEV4. Students will understand and describe availability, allocation and conservation of energy and other resources a. Differentiate between renewable and nonrenewable resources including how different resources are produced, rates of use, renewal rates, and limitations of sources. Distinguish between natural and produced resources. b. Describe how technology is increasing the efficiency of utilization and accessibility of resources. c. Describe how energy and other resource utilization impact the environment and recognize that individuals as well as larger entities (businesses, governments, etc.) have impact on energy efficiency. d. Describe the relationship of energy consumption and the living standards of societies. e. Describe the commonly used fuels (e.g. fossil fuels, nuclear fuels, etc.) and some alternative fuels (e.g. wind, solar, ethanol, etc.) including the required technology, availability, pollution problems and implementation problems. Recognize the origin of fossil fuels and the problems associated with our dependence on this energy source. f. Describe the need for informed decision making of resource utilization. (i.e. energy and water usage allocation, conservation, food and land, and long-term depletion)

Why I encourage students to pursue STEM degrees + careers

I was inspired to become a Girl Day Role Model after being introduced to Discover E’s Engineers Week a few years ago on social media. 

I was thrilled to learn that there was even such a thing as Engineer’s Week because I love Engineering.  And I almost missed out on the chance to study Engineering Technology because I just didn’t know about it.

And I should have because my father is an Engineer.  I knew that growing up but I didn’t think much about it.

During middle school and especially High School, I thought I wanted to be a Fashion Designer because I learned to sew & I love Vogue and clothes and makeup.

I thought it was sewing that I liked, but I later found out it was the process of knowing how an article of clothing comes to existence.

So the decision to study Engineering Technology came during college registration when I was signing up for college classes and my parents were with me in the Gym, and the Registrar asked me what classes I wanted to take, what did I want to major in?  And I really didn’t know so my dad said, Samantha, you can try Engineering, they always need female Engineers.

So I gave it a go, I signed up to major in Electrical Engineering Technology at South Carolina State University and I never looked back.

I gave Engineering a Go (because someone I know and trust made a suggestion)

And I’m inspired to be a Girl Day Role Model so I can make a suggestion.  A suggestion to all young people and especially girls so we can have more of a mix of diversity in Engineering.  A suggestion to a young person that has no idea what that nagging in their head is.  To suggest their Gift and Purpose and Skill may be invisible.  To suggest their path, their Career --  is the Process of Thought.  To suggest Engineering, and to bring forth the potential for more solutions, more cures, more products, services, technology, space travel, agriculture, manufacturing, everything resource driven that improves quality of life.

It is now my turn to make a SUGGESTION.

My own story impacts my outreach efforts.  My own story says that an Engineering candidate may not know Engineering is their gift.  And this is true for girls too.

I know they may be expressing themselves in ways that materialize as cooking, sewing, athletics, anything really.  Some of these ways are UNCONVENTIONAL.

My outreach efforts show Engineering in ways that are in fact ‘unconventional’.  When I was a middle school student, it would have benefitted me to know that my interests in sewing, cooking, shop, and athletics are tied to my Engineering abilities.  Maybe by pointing out there was a reason why my success in Gymnastics increased when my understanding of the mechanics of gymnastics  increased.

I can say with confidence that when someone says Cosmetics or Soda the first thing they do not think of is ENGINEERING.  But Cosmetic Chemistry, Manufacturing Engineering, and Industrial Engineering are all tied to Makeup and Beverages.

I use these unconventional expressions of Engineering to reach what young people like and find interesting.  And I also like them and find them interesting. It’s no secret that beauty and fashion and makeup and selfies and snapchat are even more popular these days as social media abounds.

So working in the Cosmetics Manufacturing field gives me the perfect opportunity to be relevant to what young people and main stream society are drawn to.

We do things in our Beauty Lab like label all our materials with formal scientific names and chemical formulas.  We also have process posters that list scientific vocabulary and facts about color theory and -- nutrition data about plant material.  We do this so that when guests come to our Lab, they see makeup that is popular and information that is familiar, most of the time, people say “I just studied about antioxidants or minerals in one of my STEM classes.’  This allows them to see the technical math & science world as a part of popular culture.  This makes my ‘choose Engineering’ suggestion easier and more exciting.

I also go to our local school and volunteer in their STEM initiatives.  Because I used to work for Pepsi Cola in Manufacturing Operations, I used to go to classrooms and I called myself Mrs. Sodamaker.  We would make a mock soda and talk about Carbon Dioxide, Water and the Water Cycle, Fructose & Agriculture and more.  Students loved seeing how soda was made.  It’s an unconventional approach to introducing Engineering.

My own story impacts my outreach in ways that are unconventional.  We have a LIP GLOSS LAB to introduce Girls to Engineering.  I think that is unconventional.  And that would have peaked my interest as a Middle and High School student.

I hope to do the same for others.