Making cosmetics makes science fun + RELEVANT


Nedra Rhone, features reporter for the Atlanta Journal Constitution, visits STEM Beauty Camp and here's what she says!


Take a Sneak Peek into our STEM Beauty Lab!




Lab Safety Discussions

Making Lip Glosses + Pigments

Nanoparticle Introduction

Color Theory Training

All about Minerals

Beeswax Upclose

Hands-On Scale Labs



Nail Polish

Lip Gloss

Mineral eye shadow


Clay face mask

Moisturizing Bath + Body Oil



Unit conversion

Color theory

Weights + Measures

Manufacturing Engineering


Lab Testing

Plant biology


Integumentary system

Environmental science







Technical Lettering

Technical Drafting


Samantha Dickey of Dirty Beauty Skincare is our STEM Beauty Coach.  'Coach Samantha' is a Cosmetics Formulator with a Degree in Electrical Engineering Technology from SC State University.  Along with leadership in Mentoring, she has a career in Manufacturing Engineering that spans decades. 

Samantha has  30+ years  experience in Coaching/Teaching students in both STEM academics + Athletics.   Due to her work with youth, Mrs. Dickey has successfully cleared all Background Checks + has her fingerprints on file as required.

Our Founder chats about why she's a STEM Role Model

Georgia Performance Standards for science

Here are the Performance Curriculum areas we study :


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)