Shampoo and the chemistry of hair care

In this set of activities, students explore a variety of key chemical concepts relating to hair care, shampoos and conditioners. Designed for 11–16 year olds, the resources place ideas about surfactants, acids and bases in an everyday context, using activities ranging from practical experiments to role play and a class survey. Stimulate and involve your students in learning about:

• The features and ingredients of different shampoos
• The structure and properties of hair
• How shampoos and conditioners work
• Shampoo as an example of acid–base chemistry and surfactants in use

Each activity includes instructions for students, as well as editable worksheets and resources available for download.

1. Shampoo survey

Summary

Students conduct a survey of friends or people they know to find out what shampoos they use and why. After recording their results, students answer questions to help them write a conclusion to the survey, considering which types of shampoo were most common and how people’s hair type might influence their choice of shampoo.

2. Wash in style

Summary

Students look up information about the ingredients in six different shampoos and identify which substances act as surfactants, preservatives, emulsifiers, conditioners, thickeners and perfumes. They then conduct an experiment using samples of the six shampoos, determining the pH value of each shampoo and investigating its effect on cooking oil. After the experiment, students answer a number of questions reflecting on what they have found out.

A ‘Cosmetic ingredients database’ handout provides information about common ingredients in shampoo.

3. Hair and shampoo: the facts

Summary

Students read several short texts about what hair is, why and how it grows, and what shampoo and conditioner do to hair fibres. After each segment, students answer a short set of questions to check and reinforce their understanding, drawing connections between what they have learned about different hair types and the properties of different kinds of shampoo.

An additional handout, ‘Hair today, gone tomorrow’, explores baldness, and a ‘Key words’ handout provides further information about the terms ‘crystine’, ‘keratin’ and ‘protein’.

4. Making shampoo

Summary

Students conduct an experiment to make their own shampoo using the ingredients provided. They then test their shampoo, using the procedure described in ‘Wash in style’ (above), to determine its pH value and effect on cooking oil. After the experiment, students work through a short series of questions to identify key ingredients (eg the surfactant) and consider the issues that might be involved in producing larger quantities of shampoo.

Use the procedure described in the ‘Wash in style’ worksheet (also available above) when testing the shampoos.

5. Shampoo in the shop

Summary

Students imagine they are part of a team tasked with testing and marketing a shampoo. They may choose a popular brand of shampoo, or one they have made themselves during the ‘Making shampoo’ activity. To help identify a market, use the ‘Shampoo survey’ (above).

Students work in groups of 3–4, with each member of the group taking on one of four roles: Development Manager, Stability Test Officer, Consumer Trial Manager and Design and Packaging Artist. Together, they must plan and carry out tests to check the effectiveness and stability of their product, as well as devising labels, pricing and packaging. When these tasks are complete, students prepare and deliver a product ‘launch’ presentation, featuring any packaging or adverts for the shampoo, plus reports on stability, safety and reliability.

6. Bad hair day

Summary

Students read a series of short texts in which a hairdresser offers advice to their clients about common hair problems. For each example, students explain the chemistry behind the hairdresser’s advice, using the information in ‘Hair and shampoo: the facts’ to help.

An additional handout, ‘Did you know the truth about dandruff?’, provides further information about one of the common hair issues featured in this activity.

7. Fringe benefits: investigating shampoos

Summary

Students imagine they are working in a customer care team for a hair research organisation. They must choose to investigate one of several client questions about shampoos, before writing a consumer report for that client. To support their investigation, students plan the experiments they need to carry out, applying their understanding of different types of hair and shampoo, as well as their knowledge of how to conduct a fair test and evaluate results.

8. Careers links

You can find job profiles to share with students for chemists involved in developing products on our A Future in Chemistry site. Try these videos:

• Development chemist, printing and inks
• Consumer products technician
• Flavourist and innovation director