Stand Up & Math · Teacher Answers

Beam on the Rocks

Not for distribution · HL 5.14 · Full worked solutions + marking guidance
🔐 Student Activity Unlock Codes (case-insensitive)
Phase 1 → Phase 2
SWEEP
Phase 2 → Phase 3
CHAINR
Phase 3 → Phase 4
TURTLE
Phase 4 → Complete
OUTRUN
🎨 Oral Launch — Read Aloud to Class

"A lighthouse turns its beam across a straight coastline. Somewhere on that shore, right now, there's a spot of light, and it's moving. Before you do a single calculation: is it moving at a constant speed? Draw the picture, argue it out at your board, and commit to an answer. You'll find out if you're right in about twenty minutes."

Give code SWEEP once every group has sketched the diagram and written a prediction on their board, don't rush this, the prediction is the whole point of Phase 1.

1

The Hook & the Guess

Give code SWEEP once every board has a diagram and a committed prediction.

Task 1aSketch and predict — no calculation

There is no wrong diagram here as long as it shows a fixed lighthouse, a straight shoreline, and the beam at several angles. Most groups will guess "no, it speeds up near the ends" from intuition about how a rotating line sweeps across a wall; a smaller number will guess "yes, constant" by over-generalising from "constant angular speed."

Don't correct the guess yet. Both answers are useful. Write a few of each on the board or note them verbally, they get resolved in Phase 3, and the payoff is much bigger if you don't spoil it now.
Task 1bBuild the equation — \(x = d\tan\theta\)
shore lighthouse d beam θ spot (x)
Expected sketch: right triangle, lighthouse at the right-angle vertex's perpendicular foot, \(d\) vertical, \(x\) horizontal along the shore, \(\theta\) between the beam and the perpendicular
\[\tan\theta = \frac{\text{opposite}}{\text{adjacent}} = \frac{x}{d} \quad\Longrightarrow\quad x = d\tan\theta\]
\(x = d\tan\theta\)
This should take under three minutes. If a group is stuck, the sticking point is almost always which side is "opposite" \(\theta\); point them back to their own diagram rather than redrawing it for them.
Task 1cExtreme cases

At \(\theta = 0\): \(x = d\tan(0) = 0\), the spot sits directly opposite the lighthouse. Matches the picture.

As \(\theta \to 90°\): \(\tan\theta \to \infty\), so \(x \to \infty\). Physically, the beam would have to be pointing almost exactly along the shore itself, and the spot would be arbitrarily far away. Nothing breaks mathematically, but it's a strong hint that the spot's speed can't stay constant as \(\theta\) grows, an infinite \(x\) at a finite \(\theta\) of \(90°\) is only possible if the spot is moving faster and faster to get there.

Hold onto this observation out loud if a group surfaces it. It's the exact mechanism Phase 3 confirms numerically, no need to give it away, just bank the phrase "gets there in the same amount of turning but has further to go" for the debrief.
2

Learning to Chase a Moving Variable

Give code CHAINR once Task 2c is written and correct on every board.

Task 2a\(\dfrac{d}{dt}(x^2)\)
\[\frac{d}{dt}(x^2) = 2x\,\frac{dx}{dt}\]
\(2x\dfrac{dx}{dt}\)

This is the identical chain-rule move students already use for implicit differentiation in \(x\) and \(y\); only the label on the "hidden" variable has changed from \(y\) to \(x(t)\). If a group writes \(2x\) with no \(dx/dt\), ask them what \(\dfrac{d}{dx}(y^2)\) is and get them to substitute \(x \to t\), \(y \to x\) themselves.

Task 2b\(\dfrac{d}{dt}(\tan\theta)\)
\[\frac{d}{dt}(\tan\theta) = \sec^2\theta\,\frac{d\theta}{dt}\]
\(\sec^2\theta\dfrac{d\theta}{dt}\)
A few groups will have forgotten \(\dfrac{d}{d\theta}(\tan\theta) = \sec^2\theta\); this is a fair moment for a verbal hint pointing them back to their derivatives list, but don't write it on the board for them.
Task 2cThe related rates equation

Differentiating \(x = d\tan\theta\) with respect to \(t\), with \(d\) constant:

\[\frac{dx}{dt} = d\sec^2\theta\,\frac{d\theta}{dt}\]
\(\dfrac{dx}{dt} = d\sec^2\theta\,\dfrac{d\theta}{dt}\)
Why this matters

This single line is the whole activity. Students have just derived a "related rates" formula using nothing but implicit differentiation they already had; nothing about this technique was new, only the choice to differentiate with respect to \(t\) instead of \(x\). Name this explicitly in the debrief: related rates of change is implicit differentiation with respect to time.

3

The First Sweep

Give code TURTLE once all three speeds in 3b are correct and the group can state the Task 3c idea out loud.

Task 3aRotation period → angular speed
\[\frac{d\theta}{dt} = \frac{2\pi \text{ rad}}{40\pi \text{ s}} = \frac{1}{20} = 0.05 \text{ rad/s}\]
\(\dfrac{d\theta}{dt} = 0.05\) rad/s
Task 3bSpeed of the spot at three angles

Using \(\dfrac{dx}{dt} = d\sec^2\theta\,\dfrac{d\theta}{dt} = 200(0.05)\sec^2\theta = 10\sec^2\theta\):

  • \(\theta = 0°\): \(\sec^2 0° = 1 \Rightarrow \dfrac{dx}{dt} = 10\) m/s
  • \(\theta = 30°\): \(\sec^2 30° = \dfrac{4}{3} \Rightarrow \dfrac{dx}{dt} = \dfrac{40}{3} \approx 13.33\) m/s
  • \(\theta = 60°\): \(\sec^2 60° = 4 \Rightarrow \dfrac{dx}{dt} = 40\) m/s
10 m/s → 13.3 m/s → 40 m/s, and still climbing
All three values verified computationally (sympy). Common error: substituting \(\theta\) into \(\sec^2\theta\) in degrees using a calculator left in radian mode. Worth a 10-second GDC mode check before this task if the group's numbers look wildly off.
Task 3cReconciling with the Phase 1 prediction

Model answer: the beam's angular speed \(\dfrac{d\theta}{dt}\) really is constant, but the spot's linear speed \(\dfrac{dx}{dt}\) is that constant multiplied by \(\sec^2\theta\), and \(\sec^2\theta\) itself grows as \(\theta\) grows. Near \(\theta = 0\) the beam is nearly perpendicular to the shore and a small turn moves the spot only a little; near \(\theta = 90°\) the same small turn sweeps the spot a huge distance, because the shore is almost parallel to the beam. So "constant turning" and "constant sliding" are simply different quantities, related by a factor that itself changes.

Debrief line: ask groups who predicted "constant" in Phase 1 what they were implicitly assuming. Usually the answer is "I was picturing the beam moving along a circle, not a straight line", a genuinely useful thing to surface.
Task 3dChallenge — faster than sound
\[10\sec^2\theta = 343 \;\Rightarrow\; \sec^2\theta = 34.3 \;\Rightarrow\; \theta = \arccos\!\left(\frac{1}{\sqrt{34.3}}\right) \approx 80.2°\]
\(\theta \approx 80.2°\)

Nothing physical is travelling at this speed. The lighthouse itself only rotates at \(0.05\) rad/s, and no material object moves along the shore at all; the "spot" is just wherever a straight beam happens to intersect a straight shoreline at each instant, a geometric intersection point, not a thing with mass. Two independent geometric constructions can cross paths arbitrarily fast without transporting any matter or energy along the shore, so no law of physics (including the speed limits that apply to matter and information) is violated.

Nice extension if time allows: this is the same idea behind why a laser dot swept across the surface of the Moon, or a shadow's edge during an eclipse, can also exceed \(c\) without breaking relativity, worth a one-line mention for strong groups, not required.
4

Outrunning the Beam

Final phase, give code OUTRUN once 4a-4c are complete and defensible.

Task 4aCritical angle where \(dx/dt = 15\)
\[10\sec^2\theta = 15 \;\Rightarrow\; \sec^2\theta = \frac{3}{2} \;\Rightarrow\; \cos^2\theta = \frac{2}{3} \;\Rightarrow\; \cos\theta = \frac{\sqrt6}{3}\] \[\theta = \arccos\!\left(\frac{\sqrt6}{3}\right) \approx 35.3°\]
\(\theta = \arccos\!\left(\dfrac{\sqrt6}{3}\right) \approx 35.26°\)
Task 4bPosition at the critical angle

At \(\cos^2\theta = \dfrac23\), \(\sin^2\theta = \dfrac13\), so \(\tan\theta = \dfrac{1}{\sqrt2} = \dfrac{\sqrt2}{2}\).

\[x = d\tan\theta = 200 \times \frac{\sqrt2}{2} = 100\sqrt2 \approx 141.4 \text{ m}\]
\(x = 100\sqrt2 \approx 141.4\) m
Task 4cInterpretation — is she caught eventually?

For \(\theta < 35.3°\), \(10\sec^2\theta < 15\), the spot is slower than the researcher: she can walk ahead of it comfortably. For \(\theta > 35.3°\), the spot is faster than her constant \(15\) m/s and only gets faster still.

Because \(\sec^2\theta\) is strictly increasing on \([0°, 90°)\) and diverges to infinity as \(\theta \to 90°\), once the beam passes the critical angle it never slows back down relative to her; a fixed human walking speed can delay being overtaken but not prevent it, since the spot's speed has no upper bound while hers does. Yes, guaranteed, eventually, if she keeps walking that same stretch for long enough.

Big idea to land

A related rates answer is only ever a snapshot at one instant. The "race" between the researcher and the beam isn't decided by their speeds right now, but by how one rate function behaves as the geometry runs out, a genuinely different question from anything in the earlier phases.

📋 Consolidation — select 2–3 boards to debrief
  • Phase 1 prediction: who guessed constant speed, and what were they picturing instead?
  • Task 2c: in your own words, what did we actually do differently from ordinary implicit differentiation?
  • Task 3c: where does the \(\sec^2\theta\) factor "live" physically, why is it the thing that grows?
  • Task 4c: why can a snapshot rate comparison at one instant still tell us about a guaranteed future outcome?