Scene 2
Cut to: Ext. Lakeside. Morning. Carmen walks over to a nearby lake.
Mist escapes from his mouth into the chilly air. The lake is quiet, calm, open, and still. He takes a deep breath.
He sits at the shoreline and slowly pulls out his notepad and ukulele.
He pauses a few times, pensive. He cries a bit, too.
He starts to play but can’t hear, so he turns up his hearing aids.
He spends some time composing a quaint, pretty melody with lyrics that give us a look into his heart.
When he can’t figure out how to make the next part sound right he yells and shoves everything aside in a show of frustration, breaking down and crying.
He takes a deep breath, gently puts everything away, and walks to school. Cut to:
Ext. Boardwalk. Morning. Carmen walks into town and gives us a glimpse into his diverse community. It’s not any one culture, but a mix of many. We see various bits of the cultures as he walks along.
Some put up flags from their home country, others bake secret family recipes.
The architecture varies widely, each building having some flavor of that family’s culture.
There are small businesses, residential areas, and public places. It looks like the town maximizes its available resources, and it’s not poor.
As the community wakes up, people are working together in harmony to bring in the new day. Cut to:
Ext. Once’s Jewelry Shop. Morning.
Carmen sulks by. Through the window we see Once, the jeweler.
Mid-shot on him as Carmen walks by. Once notices Carmen and how sad he looks.
He’s clearly thinking of something. Cut to:
Ext. Carmen’s School. Morning. Carmen arrives at a small building with a lot of open space and some training equipment outside. Cut to:
Ext. Classroom. Day. A teacher is instructing a group of students, including Carmen, on a topic.
Philip
I don’t understand. Shouldn’t it just burn out? I just don’t see how fire can create so much force; it’s not like you can actually touch it.
Student 1
Well, it’s not the fire creating the force. It’s the heat. Remember, when heat expands it builds up pressure.
Student 2
Yeah! The particles move really fast when they’re hot, and if it’s enough heat, it causes an explosion.
Philip
Okay, I get that as temperature increases, air pressure increases, which builds up some force. But an explosion?! It’s just air!
Crystal
It’s kind of like wind.
Philip
Huh?
Crystal
Wind is just air, but sometimes it’s strong enough to tear a building off it’s foundation.
Philip
considering
I…I guess. But that doesn’t really have to do with heat and air pressure, that’s more like a storm.
Devan
Storms still have heat and air pressure.
Philip
They do?
Teacher
They do, Philip. But there’s an important aspect you’re forgetting about: potential energy.
The students perk up; all eyes are on the teacher.
Everybody get in your pairs. Partner A grab 2 pads, one for each hand. Partner B grab breakable item. Christopher, I need your assistance.
The students get into pairs as the teacher instructed.
A teacher’s assistant follows suit, and the teacher grabs breakable item.
Certain chemicals, when bonded together, have a lot of potential energy, while others don’t. Breakable item represents a compound with low potential energy. Try to break them apart, like this, and see what happens.
They do.
What did that force feel like?
Class
Weak. Small. Etc.
Teacher
So when these compounds break apart, they don’t produce much force. But now take stronger item and break that apart.
The students do. They have a bit of fun with it.
How was that force?
Class
Awesome!
Teacher
Stronger item represents compounds with a lot of potential energy. When these break apart, the force is much stronger. There’s a few other items labeled with what they represent; try them out with your partners. Make sure to switch the pads so you both get a turn.
(The students do this for a bit with much enthusiasm and some chatter. A bit of dialogue and humor goes here.
Side note: Add some humor into her activity!)
Teacher
Friends, does this clear things up? At least enough for today?
General nods from the class.
If you still need my help, come find me tomorrow. I still have some tricks up my sleeve.
The students giggle.
Explosions hold incredible power. They have the ability to destroy houses and level trees in seconds. That kind of power can be very dangerous.
Crystal
Ms. Teacher?
Teacher
Yes?
Crystal
Why would we make something so powerful if it’s so bad?
Teacher
Ah, excellent question, Crystal. The answer is not all power is bad. Power is neutral. While it can destroy, it can also create.
Crystal
How can an explosive create?
Teacher
Well, the power of explosives has created the ability to build cars and gas-powered machines. They’ve allowed us to build rockets and explore the stars beyond our atmosphere and learn more about our universe than ever before.
Student 1
Can’t they aid in self-defense?
Teacher
Ah, you bring up an excellent point. They can aid in self-defense. But that’s a very fine line you have to walk.
Student 1
What do you mean?
Teacher
When you use something so powerful in self-defense, it can be tempting to use it first, even when better options are still out there. Something so powerful can start to become a crutch, and you lose your ability to negotiate conflicts peacefully. But there’s something more important than that. If you constantly threaten people with explosives, what kind of person does that make you? To demand respect with fear is dangerous simply because it’s so powerful! What if we don’t know how to use it right? What if we hurt people we care about in the process? What if we hurt ourselves in the process?
The kids look a bit downcast. Carmen is soaking in the wisdom.
I’m not saying you couldn’t do that, and I’m not saying it’s bad. I’m saying it’s powerful. When we use something powerful, we must respect it, because we can’t control what happens next. If we’re going to detonate an explosive, we can decide when, where, and why we will detonate it and we can put up safety precautions to reduce the risk of someone getting hurt. But once that explosion starts, there is no way to control what it does. It can start a fire. It can throw people through walls or broken glass. And it can kill. All we can do is listen to it and learn from it and guide it. Do you understand, children?
They nod.
Good. Explosives can also be beautiful if we use them right. Just think of last year’s fireworks show and how incredible the tapestry was in the night sky! Those people knew how to use the explosions to create something beautiful. And they did it.
Crystal
And it was amazing. I’ve never seen anything like it.
Carmen
Yeah, it was…breathtaking.
Sylvester
I don’t think I’ll ever forget that.
Student 2
Hey what do you know, the tin boy does have a heart.
Teacher
Crystal, I hope that answers your question?
Crystal
It does, ma’am.
Teacher
Alright. Are you guys ready?
Class
Yeah!
Teacher
Puts on safety goggles
Then it’s time for the demonstration.
The rest of the class puts on their safety googles and long clothes to protect from the explosion, just in case.
The TA’s guide the students to their safety units and ensure everything is secure.
The teacher works with the staff to safely demonstrate the explosive, while the students whisper excitedly.
Alright everyone. Goggles on?
Class
Yes!
Teacher
Headphones?
Class
Check!
Teacher
Cameron, what are your hearing aids at?
Carmen checks the “volume” on his hearing aids.
Carmen
alarmed
Level 3.
He turns his hearing aids down quite a bit.
Teacher
Turn them down to level 1 if you want to hear this without going completely deaf.
The class laughs a bit, and Carmen smiles genuinely.
Carmen
Got it. Thank you, ma’am!
Teacher
Is everyone’s protective clothing on?
Class
Yes!
A few people tighten their strings and zip up their zippers, but quickly give a thumbs-up.
The TA’s walk around to make sure everything is properly fastened, securing the shields and safety equipment in place.
Sylvester
Is this really necessary? The bomb is a mile away.
TA 1
As your teachers and caretakers, your safety is paramount. We’ll all be fine, but we want to protect you guys from any random unexpected occurrence.
Sylvester
sarcastically
Like getting stabbed in the eye with a splinter?
TA 1
sternly
Yes.
Sylvester
Hm.
Sylvester continues with the safety instructions.
Teacher
Alright everyone, we’re going to get started.
Into the walkie-talkie
Site team, is everything secure on site? What’s your count?
TA 2
Yes ma’am! The bomb site has been secured and there are no signs of interference.
Teacher
Alright. I’m going to begin the countdown.
Faces of the students’ anticipation appear on the screen.
5, 4, 3, 2, 1!
The detonation string lights up and everyone can see it going right to the explosive.
Tension builds as we wait, and even Carmen lights up with excitement.
The bomb detonates in a beautifully animated explosion, showing the sheer force and power within.
Things light on fire, nearby objects fall over or blow back, and the wonder and light in everyone’s eyes sparkles.