Stand Up & Math · Activity

Beam on the Rocks

Topic 5 · Calculus · HL 5.14 · Groups of 3–4 · Whiteboard
⏱ ~55 min 👥 Groups of 3–4 HL only 🖊 Vertical non-permanent surfaces
🔦 The Scenario

A lighthouse, a rotating beam, and a straight stretch of coast

A lighthouse stands on a small rocky island a fixed distance out from a long, straight stretch of coastline. Its beam rotates at a constant angular speed, sweeping across the water and lighting up a single bright spot as it crosses the shore.

Your job today: figure out exactly how fast that spot of light moves along the coastline, and whether "constant turning speed" means "constant sliding speed." It doesn't, and by the end of Phase 3 you'll be able to say precisely why.

Watch it a couple of times. Nothing here is calculated for you, just look.
1

The Hook & the Guess

HL 5.14 · Setting up the model · Right-triangle trigonometry
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Vertical Non-Permanent SurfaceWork standing at your group's whiteboard. One marker, take turns writing. No formula sheets yet, just your own diagram.
Task 1a — Predict, before you calculate anything
Sketch it, then commit to a guess

Watch the animation in the scenario box above. Then draw the lighthouse, the straight shoreline, and the beam at three different moments as it sweeps around. Mark the spot where the beam meets the shore each time.

Now, without doing any maths: does the spot of light slide along the shore at a constant speed? Discuss with your group, commit to yes or no, and write your reasoning on the board. You'll be asked to defend it.

Task 1b — Build the equation
Connect the angle to the position

On your diagram, label: \(d\) — the fixed perpendicular distance from the lighthouse to the shore; \(\theta\) — the angle the beam makes with that perpendicular; \(x\) — the distance along the shore from the closest point to the spot of light.

You have a right triangle with legs \(d\) and \(x\), and angle \(\theta\) at the lighthouse. Using trigonometry you already know, write an equation connecting \(x\), \(d\), and \(\theta\).

Both \(d\) and \(\theta\) should appear as familiar symbols, and \(x\) should come out in terms of them. Nobody should need a hint for this: it's ordinary right-triangle trig, just dressed up in a new context.

Task 1c — Stress-test your equation
Two extreme cases

Using your equation from 1b: what does it give for \(x\) when \(\theta = 0\)? Does that match the picture?

Now let \(\theta\) creep toward \(90°\), beam almost parallel to the shore. What happens to your equation? What would that mean physically for where the spot of light would have to be? Keep this in your back pocket, you'll need it again in Phase 3.

🔐 Enter teacher code to unlock Phase 2
2

Learning to Chase a Moving Variable

HL 5.14 · Implicit differentiation with respect to time
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Complete Phase 1 to unlock

3

The First Sweep

HL 5.14 · Related rates · Evaluating at an instant
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Complete Phase 2 to unlock

4

Outrunning the Beam

HL 5.14 · Solving for an unknown rate · Interpretation
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Complete Phase 3 to unlock

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Activity Complete!

You've worked through all four phases.
Get ready for the gallery walk and class consolidation.

After consolidation, write your own notes from memory, not from the board.