MISS K’S PHYSICS TALES – DAY 1Back in September, the wind was a calm breeze and the warmth of the sun was never hard to find. Students

would walk around school at the end of the day with smiles on their faces as they went to their extra activities. But something was changing in October. Whether the students knew it or not, something was about to happen around Greenwood, Mississippi. The wind was shifting in a cold and sinister way. Athletes heading to football practice had more serious looks on their faces. Students in the gym playing basketball were guarding each other more fiercely. Even Miss Krichten, outside with her cheerleaders, noticed something uncomfortable settling in.

On this particular day, everything took longer and seemed to rub off on people the wrong way. Just getting to school, Cordarion’s bus took a whole 20 minutes longer to arrive at the end of the day. He waited outside and felt a chill spread across his arms. As he stood waiting while the bus pulled up, he rubbed his arms to try and stay warm. When he finally got onto the bus and asked the driver why he was so late, the driver responded that there was a block by the Civic Center. 7 cars had been stopped in a terrible wreck and all the cops were yelling at people to redirect traffic. Instead of an easy drive to Brazil homes, the driver had to go all the way on 520 towards Browning, back to 82, then towards Elzy.

Checkpoint #1: The driver taking the longer route to pick up Cordarion from school meant he was taking a longer ________________________:

a) Displacement than Distance b) Average Velocity or Speedc) Distance than Displacement d) Shortcut

Bonus Check: What is the relationship between distance and displacement? _____________________________

Checkpoint #2: The following map shows the bus route.

The total distance of the trip is:a) 7.1 miles b) About 2 miles c) About 2.8 miles d) Almost 0 miles

Checkpoint #3: The correct drawing of the total displacement of the trip is:A) B) C)

Answer check:1) B 2) B 3) D: Cordarion trips on the bus steps, hits his head, and gets a concussion. Your story ends.1) C 2) A 3) A: Cordarion safely gets on the bus to go home. Continue on with the story.1) A 2) C 3) B: Cordarion gets on the bus but it goes too fast and crashes. End of the line.1) D 2) D 3) C: Cordarion gets on the bus but it goes the wrong way into traffic. He doesn’t make it home.

Once safely back home, Cordarion called his classmate Raekwon, who was still at football practice, to let him know his bus would have to go around the traffic at the light too. Raekwon said it would be no big deal, since the bus for the football team wasn’t leaving until later and the road would probably be clear then. But as he hung up the phone, again the wind blew harder than before. Most of the football team stopped for a moment to look into the sky, as they wondered what was happening around town. It took a quick call from coach Mattoon to get his linemen back in order. Toot went back to practice blocking, and slammed hard into his teammate.

Checkpoint #4: Toot is able to block his opponent by pushing against him because of which of Newton’s Laws?a) Newton’s 1st Law b) Newton’s 2nd Law c) Newton’s 3rd Law d) Newton’s 4th Law

Answer check:4) A: Toot gets called out by Mr. Mattoon and Mr. Moore for doing such a good job. Continue on with the story. B: Toot slams so hard into his teammate Jaquerian, that they each hurt themselves. Toot can no longer play. C: Toot hits his teammate but his teammate gets upset and hits him back. They get in trouble. D: There is no 4th law of motion. This would be like Toot running through his teammate. Which will only happen if Toot dies and becomes a ghost.

After getting his praise from his coaches, Toot returned to the defensive practice lines. Meanwhile, receivers were practicing catching on the other side of the field. The ball was snapped and a pass was sent out to DeeDee. He ran 4 yards in 7 seconds and waited 1 second to receive the ball. Once he caught it, he was blocked and pushed back 1 yard in 2 seconds.

Checkpoint #5: Draw a graph of position over time of DeeDee’s movements while trying to catch the ball.

TIMEWhen is DeeDee standing still?a) From 0-7 sec. b) From 0-1 second c) From 7-8 seconds d) From 8-10 seconds

Answer Check:5) A: DeeDee doesn’t move in time and gets wacked down to the ground before he can get to the ball. Game over. B: DeeDee takes too long to move and the defense can tell what he’s trying to do right away. He doesn’t even get to run before the defense come to knock him down. End of the line. C: DeeDee takes a short pause and successfully catches the ball. Continue with the story. D: DeeDee gets knocked down after his catch because he stayed put. He doesn’t get back up.

Bonus Check: DeeDee ends the play with a gain of how many yards? _____________

When practice wound down, the boys were ready to get onto the buses for their game. Raekwon didn’t think to tell the driver about the traffic accident on their route. Soon, he would wish he had.

MISS K’S PHYSICS TALES – DAY 2Once on the bus, the football team decided they wanted to put their windows down. As Roderick and Dariyus

each slid their windows down, the strange breeze swept its way into the bus. The gust of wind pushed past Anthony and JD and funneled to the front of the bus, back out the open windows, and down through the engine of the bus. Some of the boys felt it and looked at each other, if only to wonder what was going on with the wind.

Starting the journey, the bus traveled 2 miles down to the stop light in 4.5 minutes. When stopped by the police officers directing traffic, Raekwon became upset. He didn’t want his team to get to the game late because of him. Raekwon made his way up to the front of the bus and told the driver to just go ahead! After waiting only a minute and and a half, the bus driver decided to turn back to school to get new directions. It took the bus 4 minutes to get back to the school. Mr. Moore ran inside the library to go print new directions and so the boys waited for him for 2 minutes. When back, the bus made sure to head out quickly and went at least 4 miles in 8 minutes.

Checkpoint #1: Find the speed of the bus when it is finally headed away from the school:a) 0.5 miles/minute b) 2 miles/minute c) 4 miles/minute d) 20 miles per hour

Answer Check:

1) A: The bus leaves the school safely and slowly around crowded roads, trying to detour around the accident. Continue on with the story.B: The bus leaves at a usual pace but gets caught up in too much traffic and can’t get to the game in time. End of the story.C: The bus leaves too fast from the school which only attracts the cop’s attention. The whole bus gets pulled over! End of the line.D: The bus never makes it out of town in time at this speed. Game over.

Once finally out of town, the bus could pick up a normal speed on the highways. After traveling for 5 minutes at 60 miles per hour (1mi/min), Raekwon decided he could leave the driver alone and return to his seat. Unfortunately, because he left the front of the bus, he wasn’t able to see what happened next. The strange wind again blew around the bus, this time filling the engine. The bus driver rubbed his eyes, trying to make sure he was seeing things correctly. As he looked at the road and the front of the bus, the engine seemed to spark a little. The driver tried to hit the brakes on the bus but nothing happened. Now moving at highway speeds, the bus was beginning to move dangerously fast. All the way up towards Clarksdale in nearly 40 minutes instead of the 85, the bus covered the 68 mile journey in record time!

Checkpoint #2: What is the speed of the bus when it is moving out of control?a) 55 mph b) 70 mph c) 1.7 miles per minute (102 mph) d) 0.588 miles per minute (35mph)

Checkpoint #3: Graph the speed of the bus over the highway part of the trip:

What was the total distance of the bus over the 45 minutes on the highway?a) 68 miles b) 73 mi c) 64 mi d) 365 mi

Answer Check:

2) A, 3) A: Raekwon takes over steering for the driver and crashes the bus. No one makes it to the game.2) C, 3) B: The bus continues to speed up and the driver still cannot break. Continue on with the story.2) D, 3) C: The bus suddenly stops and Dariyus is thrown from the bus. End of the line.2) B, 3) D: The bus swerves out of control. No one can be saved.

With the bus driving dangerously fast, the team started to panic. Looking around for cars to signal for help, Anthony shouts and points out the window. Heading into town is Garence, in his own car. He had missed the bus and was getting his own, ride, traveling with his dog. Trying to flag down their teammate for help, most of the players quickly rushed to the side of the bus to shout to Garence. But Garence was at a stop sign coming into town, and his car was blasting music. He had no way to hear anyone screaming for help. At that stop sign, the bus rushed through at a record 120 miles per hour. Not a single person on board was sure if they would survive. Meanwhile, the wind continued to rush around the bus, howling louder and louder.

Story Check-in: So far, what outside ideas, events, and students have shaped the context of the story?

_______________________________________________________________________________________________

_______________________________________________________________________________________________

_______________________________________________________________________________________________

MISS K’S PHYSICS TALES – DAY 3With the bus rapidly losing control, the boys on the bus became less and less sure that they would survive. As

the wind howled around the bus one last time, the bus reached its final speed of 125 miles per hour in 3 extra minutes. Nothing could be done. Even trying to turn the power off to the bus, nothing worked to stop the bus. All of a sudden, the wind left. In a moment of complete silence, the bus driver and football team could open their frightened eyes one last time.

Checkpoint #1: Below is a graph of the changing velocity of the bus trip.

Time

What is the acceleration of the bus to each speed if it takes the bus 3 minutes each time to reach a new speed?0-3 minutes: 5-8 minutes: 45-48 minutes: 48-51 minutes:

What is one time frame when the acceleration of the bus is 0 miles per second2?a) 0-3 minutes b) 3-5 minutes c) 5-8 minutes d) 45-48 minutes

Checkpoint #2: Graph the acceleration of the bus over time:

60 mph

102 mph

120 mph125 mph

5 min. 45 min. 51 min.48

Answer Check:1) A: The bus would never make it up to highway speeds if it didn’t accelerate at this time. The boys would

not be safe. B: The bus was safely riding along the highway at this time. Continue on with the story. C: This is the time when the wind makes the engine spark and the bus lose control. The bus must be accelerating.D: This was when the bus was still speeding up through the town of Clarksdale. The bus is accelerating.

With no way to slow down (or decelerate) the bus, the boys on board were doomed. It only took until the next week for the rest of the school to learn what really happened to the team. The following Monday at school, the strange wind blew again through campus. Mr. Cleark, who had not yet felt the wind, stopped for a moment as he was talking to the students arriving in the morning. As he looked around to see where the wind was coming from, a final bus pulled up to the school. Mr. Cleark could not see the bus number from where he stood at the end of the breezeway. Mr. Brown out front could though, and he had a puzzled look on his face as he recognized the bus number as the one used last week by the football team before they had disappeared.

The bus doors slowly creaked open and wind and fog quickly rushed out of the bus in all directions. The fog rolled in around the whole school in a matter of moments and a deep moan began to be heard from inside the bus. Too frightened to move for a good minute, the staff on campus could only watch as the boy’s football team emerged from the bus. Battered, bruised, some burned and broken, the boys piled out onto the parking area of the school. Their eyes were cloudy and their moans deafening. After a moment, Mr. Moore was the first to move. Breaking away from the group at a run, he came after Mr. Brown, who was too slow to react. Mr. Cleark watched at Mr. Brown fell to the ground, Mr. Moore hovering over him, attacking his body. In the next moment, Mr. Cleark made a run for the doors of the 6th grade hall, if only to make it to his own office and hide inside. He ran to his office at an acceleration of 0.5 foot per second2 over 6 seconds of time while the rest of the football team began to run out through the campus in search of other students to satisfy their hunger.

Checkpoint #3: If the following shows Mr. Cleark’s acceleration over time, if the speed he needed to cover to get safely to his office doors was 5 ft/sec, does Mr. Cleark make it to his office alive? (Solve for his speed to check.)

TimeAnswer Check:

Mr. Cleark’s speed is less than 5ft/sec: He does not make it to his office in time and is grabbed by Big Tray.Mr. Cleark’s speed is equal to or greater than 5 ft/sec: He safely makes it to his office and locks the doors to

make a safety announcement and warn the rest of the school.

Having been too slow, Mr. Cleark never made it to his office to warn the other students or staff on campus. Meanwhile, the undead football team continued to run towards the other halls on campus at an eerie pace.

Story Check-in: What new outside ideas, events, and students have shaped the context of the story in day 3?

_______________________________________________________________________________________________

_______________________________________________________________________________________________

_______________________________________________________________________________________________

60 sec. 66 sec.

0.5 ft/ sec.2

WORK, FORCES, AND ENERGY NOTES10/17/16

Forceso Gravity, Normal, Appliedo Fg, FN, FA

*Fg= (mass) x (constant for gravity)*Fg = m g

*g = 9.8 Free Body Diagrams

Level: Incline Plane:

Newton’s Second Law: F=ma Work = Force times distance times the angle of the force

o W=Fdcos(Ø)o Units: Newton-meter (Nm) or Joule (J) o We care if the work is in the same or a different direction as gravity or motion, etc.o Simple Machines will probably make work easier!

Work Energy Theorem o Motion from A to B:

Work = Final Kinetic Energy – Initial Kinetic EnergyW= KEf-KEi

W= ( ½ mvf2 – ½ mvi

2) Transfer of Energy

o Kinetic to Potential (ie: rolling up) o Potential to Kinetic (ie: falling down)

Potential Energy o The potential energy from Gravity = (mass) x (gravity constant) x (height)o Ug=mgh

MISS K’S PHYSICS TALES – DAY 4Upon being grabbed by Big Tray, a loud uproar came from the boy’s bathroom on the 7 th grade hall. Mr.

Pearson’s 8th grade class was currently using the restroom when it all went down. Those in the boys restroom could see as Mr. Cleark tried to fight off Big Tray. Arms grabbing arms, the two seemed locked for quite some time, wrestling each other. All the while, Big Tray was grunting, mouth open and biting, saliva drooling down his face. In the heat of the moment, Dontavius Brookins fashioned a slingshot with materials he could grab: A paperclip, a rubber band, and a rock that was outside the bathroom window sill. Loading his slingshot, he pulled back the rubber band, aiming for Big Tray.

Checkpoint #1: As Mr. Cleark and Big Tray fight, which energy are they using? ______________________

Checkpoint #2: As Dontavius pulls back his slingshot, what kind of energy is involved? _____________________

Answer Check:1) Potential 2) Kinetic: The slingshot’s object misfires and never launches. Mr. Cleark receives no help

in the battle. 1) Kinetic 2) Potential: All the stored energy in the rubber band is released and the slingshot is fired

to help Mr. Cleark. However, this attracts the attention of other football zombies.

Zipping through the air, the launched rock used all of its stored potential energy to become a moving force, headed straight for Big Tray. Unfortunately, a rock slingshot just doesn’t have enough energy behind it to stop a crazed zombie, only make it mad.

Checkpoint #3: How are work and force related? Find an example in the text to support your reasoning.

__________________________________________________________________________________________________

_________________________________________________________________________________________________

Checkpoint #4: If Tray is able to apply 30 Newtons of force against Mr. Cleark, and move him 0.5 meters backwards, find the Work that he is able to exert over Mr. Cleark.

Answer Check:If the Work applied to Mr. Cleark is greater than 10 Nm or Joules: Tray is able to overcome Mr. Cleark.If the Work applied to Mr. Cleark is less than 10 Nm or Joules: Mr. Cleark is able to pull back one of Tray’s

arms and break away for the doors.

Fueled by more rage after being hit by the rock, Big Tray overcame Mr. Cleark. Falling under the pressure, Mr. Cleark was doomed. As he hit the pavement, Big Tray took a large bite out of his arm. At that moment, the wind howled louder around the campus and the fog thickened. The last thing Dontavius and the others could see from the bathroom window was a growing pool of red somewhere near where Mr. Cleark once stood. Now, fully aware of the direction of the slingshot, Tray and some of the other football players made their way towards the boy’s restroom. With the fog thickened, the boys in the restroom could only turn away.

Alarmed and ready to help, Mr. Pearson found a way to jam the doors to the entrance of the 7 th grade hall and shout a warning to the other teachers. As the sound of panic grew on the hall, so too did it grow in the restroom as to the boy’s dismay, the football members lead by Big Tray, Ken Morris, and Terry Randle climbed their way through the window left open in the boy’s bathroom. Facing his friend, Ken Morris was unrecognizable as he charged Dontavius in hunger. Mr. Pearson could barely get away himself before all the boys in that 8 th grade class and Mr. Pearson were taken down by the football team. Blood ran from the restroom into the hall. Meanwhile, other football players still outside headed into the cafeteria as well as over Mr. Cleark’s body and onto the 6th grade hall.

EXTRA GRAVITY/FRICTION PRACTICE: 10/19/16

1. What is the acceleration due to gravity at a location where a 15.0 kilogram mass weighs 45.0 Newtons? a. 675 m/s2 b. 9.81 m/s2 c. 3.00 m/s2 d. 0.333 m/s2

2. A 1200 kg space vehicle travels at 4.8 meters per second along the level surface of Mars. If the magnitude of the gravitational field strength on the surface of Mars is 3.7 Newtons per kilogram, the magnitude of the normal force acting on the vehicle is: a. 320 Nb. 930 Nc. 4400 Nd. 5800 N

MISS K’S PHYSICS TALES – DAY 5After Tray, Ken, Terry and the others finished off the boys, they quickly moved to the girl’s restroom. With the

sound of slaughter in the halls, the other rooms were now alerted to the danger. The first problem was, though, that Ms. Gardner was currently off the hall when Mr. Pearson tried to lock the doors. So as the zombie team moved from the restrooms down the hall, her homeroom was now at risk. Entering the doorway first was Kenneth Roper. He was already stained in blood, and the stench of his decaying body could be smelt across the room. Quick to react, Shakeria Johnson tried to lift an object over her head to throw at Kenneth.

Checkpoint #1: Find the work required to lift a 2kg object from 0.5 meters to 2.5 meters off the ground. Part 1: The force needed to overcome gravity (F=mg)

Part 2: The work needed to lift the object (W=Fd)

Answer check: If the work required is more than 45 Nm, then Shakeria cannot lift the object. It’s too heavy; she is helpless.If the work required is less than 45 Nm, then Shakeria can lift and throw the object to stop Kenneth from

entering the room further.

As the battle began in Ms. Gardner’s room, the second problem began. When the zombies reached campus, Ms. Brooks’s window was open. Her room was flooded with the fog as it rolled in. Breathing in the fog, her students were beginning to change. Terry Carpenter was becoming aggressive, Lurondrell Blue was grunting uncontrollably with heavier and heavier breaths, and Tia Fiffer almost seemed to grow in size.

Bonus Check: If we say that Ms. Brook’s homeroom is beginning to turn into monsters as well, what is the text evidence to support this idea?__________________________________________________________________________________________________

__________________________________________________________________________________________________

The third problem for the 7th grade hall was that the zombie football team from outside was beginning to attack windows of rooms closest to the restroom opening to try and get in the locked rooms. Hearing the banging into Ms. Obryant’s room, Ms. Krichten decided her homeroom could not stay put and stay safe at the same time. Risking opening her own window, Ms. Krichten unlocked the hinges and climbed outside. Climbing up and balancing on the ledge of the window, she turned and reached up to the roof. Pulling herself up first, she now stood on the roof of the 7 th grade hall, where the fog did not reach as high. Taking a breath of fresh air, she reached down to help pull up her homeroom students and get them to safety on the roof. Last to be pulled up was Keitriuna Parker. Thinking on her toes, she first handed up several textbooks and a chair before being pulled up to the roof. As Ms. Krichten watched the football team come further around the building towards her window and room, she held out one of the books over the ledge of the roof. Timed just right, Ms. Krichten let go of the book to fall on the head of Jayden Boles as he tried to enter the window.

Checkpoint #2: Find gravity’s effect on the work required to drop a 5kg book from a height of 10 meters:

Bonus Check: What energies are involved as the book falls? ___________________________________________

__________________________________________________________________________________________________

Answer Check: If the Work involved is 100 Nm or more, it is enough force to knock out Jayden and stay safe.

Stopping Jayden, Ms. Krichten then passed the chair to Keith Stewart. In an arc, he applied a force of 20N to throw the 1kg chair a distance of 10 meters at an angle of 30 degrees towards zombie Marcus Hunt.

Checkpoint #3: What is the work done to throw the chair?

Bonus Check: What energies are involved as the chair is thrown? ______________________________________

__________________________________________________________________________________________________

Bonus Check: Could Keith have done anything to make this more work? _________________________________

__________________________________________________________________________________________________

Answer Check: If the Work involved is 100 Nm or more, it is enough force to knock out Marcus and stay safe.

Story Check: Update what is currently happening in the story… Who is battling who, where, when, how?

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

MISS K’S PHYSICS TALES – DAY 6

Checkpoint #1: Keith barely did enough Work on the chair to stop Marcus. Part of this is due to air friction reducing the force of the chair moving in Marcus’s direction. When the chair is thrown on an angle, air friction does what to its path? …It makes it…

a. flatter and shorter distanceb. flatter and longer distancec. higher and shorter distanced. higher and longer distance

Answer Check -1A: The chair would not go as high or as far because air friction slows it down at all parts of moving in its pathB: If this is true, air friction only works vertically. And that is not true.C: If this is true, air friction only works horizontally. And that is not true.D: If this is true, air friction does nothing to slow objects; in fact, it helps them go farther and beat gravity.

That is not possible.

While Ms. Krichten’s homeroom continued to fight on the roof by throwing projectiles at the zombies, things got worse in Ms. Obryant’s room as zombies Tanarious Martin, Quavion Bridges, and Mekhi Miller finally broke in through the window. Almost immediately, Ms. Obryant grabbed Mekhi by the ear and while he snapped at her, trying to bite, Ms. Obryant dragged Mekhi across the floor.

Checkpoint #2: What kind of surface is the smooth tile floor? Is Ms. Obryant able to easily pull Mekhi, or is he able to push himself back up and attack Ms. Obryant? ____________________________________________________

Answer Check - 2:A: Smooth with little friction: Ms. Obryant is easily able to pull Mekhi because the floor is so smooth, there is

little friction working against her.B: Rough and bumpy: This means there is more friction against the floor. Mekhi would be pulled slower and

able to push himself back up to fight.

Checkpoint #3: While Ms. Obryant was wiping the floor with Mekhi, Marlon Collins was being chased by Quavion. Trying to run out the door, Marlon needs to exert 50 Newtons of force to open the door fast enough to swing the door 1 meter open in time to escape. He is able to do 20 Nm of Work. Is this enough to save him so he can get out?(W = Fd)

Answer Check – 3:If Marlon’s force is 50 N or more, he is able to escape and run down the hall towards the back doors. By then,

Ms. Brook’s monster class snatches him. If Marlon’s force is less than 50 N, he cannot open the door fast enough, and Ms. Obryant’s homeroom

watches him be eaten and turned right in front of them.

Now a zombie himself, Marlon quickly turned on his own classmates, Shomari Hunt and Carlyn Payton. The only blessing now for the classes on the hall was that at least the bathroom class zombies were being kept busy. As they made their way to Ms. Gardner’s room, they spotted Ms. Brook’s monsters at the end of the hall. After a moment to think, the monsters Samantha McClung and Tatiana Unger started to charge for the zombies on the hall.

Checkpoint #4: The zombie group has a distance of 8 meters to cover to reach the middle of the hall to attack the monster class, while the monsters have 14 meters to run to get to the zombies. If the zombies make a charge at 0.5 meters per second and the monsters run at 1 meter per second, who arrives first in the middle of the hall to take the first punch?(Velocity = Distance / Time)(Time = Distance / Velocity)

With the monsters arriving 2 seconds faster than the zombies, they were able to get the upper hand in the battle in the middle of the hall. Hearing the scuffle, zombies attacking Ms. Gardner’s room ushered over to join the fight. Given an opportunity to escape, DeeDee Peake was the first to make a move to flee out their window. With the rest of the class quickly running behind, DeeDee led them as safely as she could to the cafeteria, hoping it would be a safe place to hide. Running to the back to the kitchen, she and her classmates hoped for the best. What they found instead, were two zombies in the middle of eating both the cafeteria workers and some old hamburger meat. Reacting, Taniya Martin and Maryah Sims grabbed a zombie and lifted him up onto a pulley hanging from the kitchen ceiling. Next, Sadderia Thomas and Shakeria Johnson lifted a second zombie on the other end of the pulley system. Flailing, trying to escape, the zombies growled.

Checkpoint #5: In the cafeteria, zombies are hooked up to a pulley. One is 37kg and another is 46kg in mass. There is no friction. The tension on rope holding each of the zombies is 45 Newtons of force. Solve for the acceleration of the 46kg zombie.

Answer Check -5: If the zombie’s acceleration is 10 m/s2 or more, the zombie can fall enough to get off the pulley and attack. If the zombie’s acceleration is less than 10 m/s2, then the survivors of Ms. Gardner’s room can stay safely

hidden in the cafeteria.

Taking cover, Ms. Garder’s class was glad they could stay safe. All around the campus, the students and staff were being attacked. Dariyus Johnson was eating all the children on the 6th grade hall. The boys in Mr. Brown’s homeroom had to fight off Mr. Brown himself, now that he had turned. The girls in the room hid behind computer screens, hoping for the best. Mr. McCroy was beating anyone that tried to break in his lab. The monsters and zombies still fought in the middle of the 7th grade hall. Ms. Obryant’s room was soon doomed and unable to escape the zombies that kept entering the windows. Ms. Krichten’s homeroom was running out of books to throw from the roof. And Ms. Powell’s room was moving furniture across the windows and doors to block anyone from getting in their room. For few classes, safety could last a bit longer, but with the fog thickening around campus and the wind now becoming a deafening howl, there was little hope left on Amanda Elzy’s campus.

MISS K’S PHYSICS TALES – DAY 7

Highlight or Circle the Text Structure Words in Each Paragraph.

The problems continued to grow on all of the halls. Zombies rampaged and their numbers increased. Banging on Ms. Powell’s windows and doors, the zombies seemed to know that it was the last stronghold on the hall. With the zombies focused on the room next door, Ms. Krichten looked around at her homeroom students on the roof. Laying next to them were only two more textbooks. She knew they wouldn’t last. Ms. Krichten turned to her students and told them she had a solution and that they needed to stay safe and stay on the roof.

Making her way down to the window and back into her classroom slowly, as not to be seen by the zombies at Ms. Powell’s windows, Ms. Krichten next made her way towards her door. Peering outside the small window in the door, she looked at the dilemma outside. Most of the zombies were so focused on Ms. Powell’s door; it might have been possible to get past them. The question was if Ms. Krichten could do it.

Easing her class door slowly open, Ms. Krichten carefully made her way around her own door and crept into Ms. Gardner’s empty room, where the door was still left open. Peering around once more, Ms. K knew she had a long way to go to reach the

bathrooms, where she hoped to reach a solution for at least the 7th grade hall. Making her final decision, she then ran as quietly and quickly as she could along the edge of the wall towards the custodial rooms next to the restrooms. Once inside, Ms. K pulled the door slowly closed in case it could guarantee her safety. Examining the walls, she searched for the circuit breakers. Studying the circuit boards and some circuit blueprints left in the room, she then knew what she had to do before heading into the restrooms.

Checkpoint #1: If the following is a diagram of the circuits across the campus buildings, what elements are present in the circuit? ________________________________________________________________________________

Cafeteria6th Grade Hall

7th Grade Hall

8th Grade Hall

ICT HallTrailer/ Gym

Checkpoint #2: Do the electrons in the circuit flow to make it from the 7th grade hall to all other buildings? Explain how you know. _______________________________________________________________________________

Ms. Krichten first flipped all of the switches in the room that were connected to the main circuit breaker. With each switch, she could hear some screaming coming from the rooms as students reacted to lights being shut off, one at a time. Eventually, she reached the switches for the 7th grade hall. Before pulling the switch, she lifted her left hand to a master red button. Meant for generating power in emergencies, it would control power to the whole school, rather than having all the circuits controlled separately in each room. Taking a deep breath, she pulled the lever to shut off power to her hall. Next, she hit the large red button, and a surge of power returned to the school all at once. Now powered by the one main source where she was, Ms. Krichten removed some last wires from the circuit board. Pulling them down until they hit the ground, she knew she could now leave the custodial room, with her task half accomplished.

Next, Ms. Krichten had to get to the restrooms. Slowly opening the custodial room door again, she was relieved to see the zombies and monsters were still concentrated on getting into Ms. Powell’s room. Creeping her way around the door and down to the end of the hall, Ms. Krichten reached the nearest bathroom. Once inside, she began to turn all the sinks on. Flooding the floors, the water began to creep down the hall. At that moment, Ms. Krichten rushed into a stall, locked the door to hide from any zombies that were attracted to the noise of the running water, and stood on the toilet to be up from the ground. As the curious zombies entered the bathroom to investigate, the water running down the hall was spreading into the custodial room. As soon as it hit the open wires Ms. Krichten left on the ground, there was a loud pop and sparks flew up the wires into the main circuit board. Exploding in blazing glory, the charge spread across the floor through all the running water and through the circuits, super charging any electrical device in the school.

Checkpoint #3: What are the clues in the story that suggest the circuits are related to energy? How are they

related?

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

THE END…

With all electrical devices super-charged on the campus circuit, it was only a matter of time until students and teachers on other halls found a way to electrocute their invading zombies and escape. The 7 th grade hall was the first to break free. Ms K’s homeroom and Ms. Powell’s homeroom fought free until they could get over to the high school side and find an available bus. They turned it around to pick up any survivors. On the 6 th grade hall, many children were eaten by Dariyus Johnson and others, but the couple of victors like Ms. Perkins and her homeroom joined the group on the bus. Antwanashia Mitchell led her friends from the cafeteria to safety on the bus. Mr. McCroy pulled out his students whether they wanted to go or not.

The only areas left unsafe were in the trailer and the gym. A lonely zombie form of Mr. Childress wandered the breezeway as one of the last signs of the battle that went down on campus that day. Scattered bodies and blood all around, the last real people had to walk carefully to get away. Leaving together on just one long bus, the survivors looked back at their campus. From down the road, it looked as though the fog was finally lifting from campus. Those on the bus took a collective sigh of relief. At the stop sign along route 7, it seemed all would somehow be okay again. The only nuisance now was just some cold wind blowing through the bus….