Spark 101 Lesson Plan
Video Presentation Title: The Chemistry of Long-Lasting Lipstick
Unit of Instruction:
Intermolecular vs. Intramolecular forces
Subject/Course: Advanced Placement Chemistry
Standard(s): AP Chemistry: Essential Knowledge 2.B.3: Intermolecular
Objective(s): Connect video to student experiences.
forces play a key role in determining the properties of substances,
including biological structures and interactions. Essential Knowledge
5.D.3: Noncovalent and intermolecular interactions play important
roles in many biological and polymer systems.
Facilitate discussion and student questioning.
Reinforce the use of data and observations regarding the properties
of substances to determine appropriate types of intermolecular
forces.
Assessment/Demonstration of Learning: The supporting evidence for the Resources Needed: Access to the Internet and an appropriate search
formulation provided by students after seeing the first segment. Also,
their individual and group responses to the solution of the given
problem, and their reformulation, research, and proper scientific
vocabulary, descriptions and concepts of particle interaction.
© 2014 Spark 101
engine (Google, Bing, etc.), the Spark 101 Chemistry of Long-Lasting
Lipstick Case Study Video, (including the student and teacher
worksheets), and the Spark 101 KWL and Give One, Get One, Move
On classroom resources available as a customizable Word document
at http://www.spark101.org/educator-resources/ (scroll to the
bottom of the webpage and click on Download All Educator
Resources).
Developed by John Hnatow, AP Chemistry consultant, Northampton, PA
Page 1 of 4
Lesson Component
Time Allotted
Teacher Procedure
(First day of class)
Activator
(Prior to showing the video
presentation)
Time:
5 minutes
Grouping:
Pairs
Problem/Motivation
(Part I of video)
Time:
5 minutes
Problem Solving Activity
(Describe process for
identifying possible
solution(s) to the problem
Time:
30 minutes
Grouping:
Small groups (3-5)
presented)
Facilitate the KWL activity, using the Spark 101 KWL classroom template
listed above in the resources.
Ask students to list what they already KNOW about oils, waxes, pigments,
and thickeners and what they think is the key to determining properties such
as viscosity, adhesion, cohesion, evaporation rate, and polymers. Ask them
what they WANT to see and questions they hope are discussed about
cosmetics.
Students are paired to discuss what they have LEARNED.
Problem: What are the chemicals and their appropriate amounts to use in
the design of a long lasting lip color?
Show the first segment of the video to your students. Let them know that
after viewing the video, they will be selecting chemicals from a supplied list
to use in hypothesizing a formula for long-wear lipstick.
Have students use a search engine to begin to research and record the
properties of the chemicals listed on the student worksheet. Begin to use
the Spark 101 classroom template Give One, Get One, Move On.
Solutions: Given what you know, identify the chemicals that you would use
and give rough estimations of the percentages used for your formulation of
lipstick.
Checks for Understanding
Solving the Problem
(Part II of video)
© 2014 Spark 101
Time:
15 minutes
Solutions: Given what you know, identify the chemicals that you would use
and give rough estimations of the percentages used for your formulation of
lipstick.
(Second day of class) Give students time to complete the template Give One,
Get One, Move On. Next, show this second segment of the video to your
students, letting them know that they will be comparing their solutions to
the actual solution shared by the industry professionals.
Developed by John Hnatow, AP Chemistry consultant, Northampton, PA
Page 2 of 4
Pause here to check-in for student understanding.
Comparing Solutions and
Meaning
(Describe process for
identifying possible solution(s) to the
problem presented)
Future Impact and
Meaning
(Part III of video)
Time:
2 minutes
Grouping:
Whole group
Time:
2-5 minutes
Checks for Understanding
How did your list of chemicals selected compare to the expert’s formulation?
Show this third and final segment of the video to your students, letting them
know that they will be reflecting on their thoughts related to pursing
possible education pathways and careers presented in the video.
Checks for Understanding
Future Impact and
Meaning
(Have students reflect on
how solving the problem
might relate to current or future goals)
Time:
2 minutes
Summarizer/Closure
Time:
20 minutes
© 2014 Spark 101
Individual Reflection: In what ways does this impact you?
Grouping:
Independent
After viewing the video, students will be asked to extend the ideas presented
in the video and their research, presenting the data gathered from the
websites to provide evidence for the following:
a. distinction between intramolecular and intermolecular forces of the
chemicals.
b. distinctions between dispersion forces, dipole dipole attractions, and
hydrogen bonding between the molecules.
c. solubility predictions of the chemicals based on the types of intramolecuar
forces present in the molecules
d. predictions and comparisons of the polarity of the molecules.
e. selecting desirable properties for a consumer item.
Developed by John Hnatow, AP Chemistry consultant, Northampton, PA
Page 3 of 4
Assessment (if applicable)
Additional Notes (if needed)
Student prior knowledge was 1) an understanding of the types of chemical bonds, i.e., ionic, covalent,
and metallic based on position in the periodic table and the electronegativity of the elements. 2) that
covalent bonds, ionic bonds, and metallic bonds are distinct from (and significantly stronger than) typical
intermolecular interactions. 3) Examination of the properties of a compound is the best way to
determine the type of bonding.
Evidence they provided:
• Predictions of the types of attractive forces between the molecules.
• General structures of the oils, waxes, and organic compounds.
• General properties of the listed compounds.
• Possible formulations from primary sources from the Internet
For the formulation of indelible lipsticks, see http://cosmeticsandskin.com/cdc/indelible.php
CK12 Connections (if available)
OpenStax Connections (if available)
Free videos, activities, problems, and background text available at:
(Variety of Resources) https://ck12.org/chemistry/Intermolecular-Forces
(Video) https://ck12.org/chemistry/IntermolecularForces/lecture/user:cHJhbmF2LnNhbHVua2VAZ21haWwuY29t/IntermolecularForces/
© 2014 Spark 101
Developed by John Hnatow, AP Chemistry consultant, Northampton, PA
Page 4 of 4