Notes

3.1A To describe the structure and functions of the hair. (COM)

Discuss the purpose of hair.

Discuss histology of hair and the composition of hair.

Explain the two main parts of the hair (hair shaft and hair root). The hair shaft is that portion that projects out of the scalp, and the hair root is the portion that is found below the skin surface.

Discuss the different layers on the hair shaft. Explain the outermost layer. Students are to find one strand of hair and move their fingers upward along the hair shaft to feel the roughness of the cuticle layer. Examine the hair shaft (could use their own hair) under a microscope if available. On normal healthy hair, the overlapping cuticle will lie close to the hair shaft. On dry or damaged hair the cuticle will be lifted from the hair shaft. Draw a picture explaining how the cuticle layers overlap each other. During a chemical process the cuticle layer is lifted or opened so that the product may enter the cortex layer where the chemical process takes place. Once the restructuring of the hair is complete, a finishing product such as; waving lotion is used to close the cuticle layer of the hair.

Discuss the purpose of the cortex and the medulla.

3.2A To discuss hair growth. (COM, CCT)

Determine what influences hair growth. Some factors include:

age, nutrition, health and hormones .

3.3A To explain the life cycle of the hair. (COM)

Discuss the life span shedding and replacement of hair. Outline three phases of hair growth. It might be easy for students to understand replacement of hair by comparing it to the replacement of a tooth since all have lost teeth and understand the process of replacement.

3.4A To examine the pH scale, and to understand the effects of acid and alkaline solutions on the hair. (CCT, NUM, TL)

Define pH as potential hydrogen. It is a scale that is used to measure acidity and alkalinity. Discuss the implications of using products on the hair with a high or low pH. A product that is highly acidic or alkaline breaks down the hair structure and may leave the hair in an almost liquid state. The longer each of these products are left on the hair, the more damage they cause. It is important to understand the effects of pH on hair to prevent damage to the client’s hair.

Identify the neutral point as 7 on the pH scale.

Demonstrate how to read the pH scale. The scale runs from 0-14, anything below 7 is acidic, anything above 7 is alkaline.

Determine the pH of hair.

Demonstrate the pH of products.

Perform an experiment using litmus paper or a universal indicator to test the pH of products such as: shampoos, conditioners, hydrochloric acid, lye, permanent wave solution, permanent wave neutralizer, etc. Using the indicator determine the pH of the product. Record the pH of each of the products.

Note: Use extreme caution when using strong acid and alkaline products. The solution must not come in contact with the skin.

Activity: Demonstrate the effect of acid and alkaline on the cuticle and cortex layer of hair by:

• saturating hair samples with acid and alkaline products that have both high and low pH levels. After the products have been on the hair the desired amount of time, rinse the solutions. Observe the effects on the hair. Students will note the difference of hair structure when using a mild and strong acid or mild and strong alkaline. Students may feel the hair and conclude the effects of different pH on hair. If available, use a microscope to observe the state of the cuticle layer. A product that is alkaline will swell the cuticle layer of the hair, leaving it standing straight out and feeling rough. Whereas, an acid contracts or closes the cuticle leaving the hair feeling softer and looking shiner.

• putting a slightly acidic conditioner on some of the hair that has been saturated previously with a slightly alkaline solution. Rinse, students may feel the hair and view it under the microscope to observe the cuticle layer of the hair.

3.5A To explore the functions of shampoos and conditioners. (CCT)

Discuss the composition and function of shampoos. Explain the different types of shampoos. Identify the hair types that are suited to each shampoo.

Discuss the composition and function of conditioners. Explain the various types of conditioners available on the market today. Identify the hair types that are suited to each conditioner.

Invite a guest speaker into the class to do product knowledge on shampoos and conditioners.

Explain the long-term effects of using the wrong product on a person’s hair.

3.6A To analyze hair to determine which shampoo and conditioner would be suitable for each client. (CCT, PSVS)

Demonstrate analysis of hair using four of our senses; sight, touch, hearing, and smell. Using the senses identify if client has; dry ends, coloured hair, permed hair, texture of hair, body in hair, etc. Identify which shampoo and conditioner would be formulated to suit the client’s hair type.

3.7A To demonstrate draping. (COM)

Demonstrate draping.

3.8A To demonstrate pre-brushing. (COM)

Demonstrate pre-brushing before a shampoo.

Discuss the purpose of pre-brushing and the exceptions of pre-brushing.

3.9A To practise proper procedure for a shampoo. (COM)

Discuss the importance of a good shampoo.

Discuss how often shampooing should be done.

Demonstrate procedure for shampooing hair. Discuss safety with respect to water temperature, protecting client’s eyes, clothing, etc. Encourage students to ask questions during the demonstration. Students will practise shampoos. Provide feedback while students are practising. Determine criteria used to evaluate a quality shampoo, e.g., even pressure for manipulations, hair is sufficiently rinsed, hair feels clean, etc. Review the checklist in Appendix D relating to performing shampoos.

Note: Stress the importance of following manufacturer’s instructions when using shampoos and conditioners.

3.10A To reinforce sanitary procedures when shampooing hair. (PSVS)

Demonstrate proper sanitation of the sink, combs brushes etc.

Discuss when sanitation should be done and why .

Notes

3.11B To review introductory learning objectives 3.1A - 3.10A on shampoo and rinses. (COM)

Use question and answer to pretest students’ previous understanding. Determine if further review is necessary.

3.12B To discuss structures associated with the hair root and follicle. (COM)

Discuss the parts of the hair root (use a diagram to explain).

Examine the hair follicle by use of a diagram. Explain the purpose of the oil glands and arrector pili muscles attached to each follicle. Discuss how hair takes its shape, size and direction from the hair follicle.

Explain the bulb by use of a diagram.

Explain the papilla by use of a diagram. Discuss the purpose of the papilla.

3.13B To identify influences of sebum production. (COM, CCT)

Students should identify possible influences of sebum. Possible answers should include; diet, emotional disturbances, etc.

3.14B To discuss the technical terms of hair on the head and face. (COM)

Identify types of hair on the body. Categorize as; long, short, or lanugo. Explain the differences between each type. Identify the technical terms for hair on the head and face.

3.15B To explain how the colour of hair is determined. (COM)

Review melanin from introductory learning objective 6.4. Discuss the layer of the hair containing colouring pigment. Have students identify possible reasons for grey hair. Answers should include a loss of pigment in the cortex layer of the hair. Define Albinism as having no pigment/melanin in the skin or hair. Students have a visual, if the example of the movie "Powder" is used. The character "Powder" is an albino.

3.16B To analyze hair. (CCT)

Review the senses that may be used to analyze hair (sight, touch, hearing, and smell). Discuss the purpose of analyzing hair for the proper selection of hair care products. Explain texture, porosity, elasticity, and condition of hair as analysis of hair. Relate these characteristics to product selection.