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)
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