Essay about The Notorious Al Capone - 1406 Words

The popular image of the 1920s is of an alcohol soaked, jazz enriched, and senseless society that was full of crime. Morally minded citizens tried to solve the growing problem of drunkenness by pushing their efforts to end this behavior. This crusade gained steam in 1920 when the US outlawed the manufacture and sale of liquor which was amended into the Constitution. What was supposed to end this wild behavior of mindless drinking and crime spawned new economic problems and gang wars in major cities around America. What was known as the prohibition era entrenched a network of organized crime with some of the most notorious minds and of these included the most well-known, Al Capone. Capone began to take over the Chicago area in 1925 as a†¦show more content†¦He then followed with saying, â€Å"who doesn’t,† in this case he was honest because most of the American citizens were also violating these drinking laws by going to, â€Å"speakeasies,† (Bootleg: Mur der, Moonshine, and the Lawless Years of Prohibition, pg 92). These underground or hidden buildings would be the major source of income for Capone during the years of prohibition. Politicians, law enforcement and regular citizens would visit these establishments to grab a drink then the next day fight for enforcement of prohibition. The corrupt enforcement of these laws extended the longevity of this era and rose the power of Capone and his accomplices. Capone was already rising in power in the 1920s but the 18th amendment fueled rise of violence in Capone like yeast in bread. Knowing that law enforcement would crackdown on his illegal business, he made sure local, state and federal officials were on his payroll to look the other way. He virtually paid off every official in the districts where his breweries were set up. This granted him and his breweries legal immunity. By bribing the crooked law enforcement in his area, he could plan raids to destroy other rival gang’s ille gal establishments. Federal agents who did not take bribes and continued to enforce the law were prevented by locals who tipped off gangsters. Every year, Capone paid officials a hulking 15 million dollars but this money didShow MoreRelatedAl Capone was a Notorious Mafia Leader1212 Words   |  5 PagesAl Capone was a child from an Italian immigrant family, And was one of the most Notorious and infamous Mafia leader in the world during the Prohibition Era in Chicago. Also he was known as Scarface, Al Capone was sent to Alcatraz Prison in Philadelphia in 1931 from a tax evasion conviction. Al Capone had a personal fortune estimated at $100 million and was responsible for countless murders, His most famous one was the St.Valentine’s Day Massacre. Al Capone was born in Brooklyn, New York, on JanuaryRead MoreMost Powerful Man in 1920s, Al Capone Essay1487 Words   |  6 Pagesstrings was the world’s most notorious gangster, Al Capone, whom utilized the teachings of Frankie Yale and Johnny Torrio to become the most powerful man in the underworld. He was a man of raw brutality and wits, paying off anyone willing to help him grow in power, and kill off anyone who wouldn’t. Al Capone was not like any ordinary criminal, he set out to make the public love him as a person, yet he considered killing to be a part of business. To this day whether or not Capone was a criminal mastermindRead MoreGet Capone: the Rise and Fall of America’s Most Wanted Gangster1696 Words   |  7 PagesGet Capone: The Rise and Fall of America’s Most Wanted Gangster Al Capone. Everyone is bound to hear the name at least once in his or her life. The charming, broad smile, the greenish gray eyes, heavy set, and five foot ten and a half; a seemingly normal man. Until someone notices the scars. A faded purple, still fresh looking, Al Capone’s scars marred the normal face, they gave a glance into the life of the notorious gangster. But who was Mr. Alphonse â€Å"Scarface† Capone? One reporter comments,Read More Al Capone and the Evolution of Organized Crime Essay1504 Words   |  7 Pagesabout Al Capone were merely fictitious, such as he was born in Italy, when actually he was the first Capone to be born in the United States. When Gabriele Capone came to the United States, he owed no one and was able to read and write in his homeland language. This helped him to get a job and work until he could save enough money to open his own barbershop. He brought with him his 27-year-old wife, Teresa and their two sons, Vincenzo Capone and Rafael e Capone. Later another son, Salvatore Capone wasRead MoreEssay on Al Capone Biography1495 Words   |  6 Pageshospitality.†-Al Capone [Woog, 25] nbsp;nbsp;nbsp;nbsp;nbsp; Al Capone was one of the most notorious gangsters during the 1920’s. He was a self-made business man. He had a ready smile and a quick handshake, which if you did not play your cards right, could turn out to be fatal. It took 500 gangland murders to make Capone the boss of Chicago. He was public enemy number one. Capone single handedly gave Chicago the nickname â€Å"The Lawless City.† nbsp;nbsp;nbsp;nbsp;nbsp;Alphonse Capone was bornRead MoreAl Capone : The Ruthless Gangster1222 Words   |  5 PagesAl Capone is widely known as the most ruthless gangster in the United States due to his involvement in violence due to the illegalization of the distribution and consumption of alcohol, the Prohibition Act. Most of Capone’s profits came from his disobedience to the act which was successful due to the few tactics he utilized. Throughout the 1920s, Capone was known for being a successful criminal and almost made Prohibition nonexistent. Capone is credited for most of the illegal distribution of alcoholRead MoreEssay On Al Capone1271 Words   |  6 PagesAl Capone was a highly known gangster in the 1920s Alphonse Capone born in Brooklyn, New York to a poor US immigrant couple, Gabriele and Teresina Capone, seeking a better opportunity for their then big family of eight children. He was known for running many lucrative illegal businesses that included alcohol boot legging, gambling, prostitution, and protection. Al Capone was so notorious that he would murder those who got in his way. With little prosecution of his actions, Al Capone believed his selfRead More Al Capone Essay1654 Words   |  7 Pages Al Capone, probably the most notorious and well known gangster in history, was born in 1887 in Naples, Italy. His father, Gabriel Caponi, immigrated to Brooklyn from the slums of Naples in 1910. After he came here he changed his last name too Capone too blend in more. Al Capone’s gang activities started out when he was young. He was in the Five Points Gang, who were known for their violence. The gang’s tradition was to scar their victims with a knife cut from the outside corners of their eyes toRead MoreGatsby : Al Capone And The Change In Society809 Words   |  4 Pagesdominated this long ten years. The Roaring 20s caused a lot of changes in society socially, politically, and economically. Some people in particular such as Al C apone, Babe Ruth, and Charlie Chaplin had this decade wrapped around their fingertips from illegal contraband to becoming the most famous person alive. Al capone, the most notorious mobster in that day and age, he was a beacon for criminal and illegal activities. His crime schemes were built upon the drug scene and alcohol smuggling. SmugglingRead More Al Capone Essay688 Words   |  3 PagesAl Capone Throughout Americas history there have been many famous criminals, John Dillinger, John Gotti, Lucky Luciano, just to name a few. However, due to his extreme wealth and Godfather like status, the most notorious and famous one might have been Al Capone. Alphonse Capone was born in Brooklyn, New York on January 17, 1899 to immigrants from Naples, Italy. At a very young age, he became involved in organized crime by quitting school after sixth grade and joining a local neighborhood

Armenian Genocide Free Essays

Armenian Genocide Power is a five letter word that continues to exist since the time of creation up until now. It has stirred human emotions from exultations to greed. To be above and be of great power over something or someone is a part of human nature. We will write a custom essay sample on Armenian Genocide or any similar topic only for you Order Now Power has seen the acquisition of great wealth, the growth of empires, the birth of nations and heroes. But the search for power has also been the biggest downfall of men. A great example is the Mass Murder of the Ottoman Empire, also known as the Armenian Genocide. It commenced during and Just after World War 1 and it is one of the most rutal and excruciating mass murders in history. To this day, Turks still continue to deny that this event ever occurred, but the destruction of the Armenians exhibits and illustrates various examples of the word â€Å"genocide†: The deliberate and systematic destruction, in whole or in part, of an ethnic, racial, religious, or national group (Wikipedia) The massacre in the Ottoman Empire during 1914-1918 is considered Genocide because the Turks displayed great examples of Denial, Classification and Extermination, which are three of the eight stages of genocide. The Armenian genocide could have been prevented with the help of all the allied countries and German officials. A political group made up of young Turks, the committee of union and progress [CUP], made a secret document which they called â€Å"The Ten Commandments†. The Ten Commandments are basically blue prints for the planned mass murder of the Armenians (notes). Explaining the contents of this document a cover note was written by British officials and it said, â€Å"My informant declares that messengers were sent to the different [governors] in the provinces with instructions o read these orders to them and then return the originals which were to be destroyed† (Crimes Against Humanity 73). The secrecy from the beginning is already an attempt to sow the seed of denial. For further proof that these documents were classified, the tenth commandment of the committee of union and progress stated, â€Å"Pay attention to the strictly confidential nature of these instructions, which may not go beyond two or three persons† (Crimes Against Humanity 74). Perpetrators found a way to use language to make it sound acceptable to slaughter Armenians and blame hem for their own sufferings (notes). The play of words can not Justify that those who suffered are the ones at fault. The Turkish government sent billions of dollars supporting congress (notes). ln the beginning of the Armenian Genocide film; the narrator said â€Å"Until this day, Turks still deny that the Armenian Genocide ever happened† (â€Å"Armenian Genocide film†). One saying goes â€Å"where there is smoke, there is fire†. The stench of death is too great to deny. How can one explain the disappearance of a generation, a community, a family? The Turks segregated the Armenians for their suffering and from other countries and also put them into prison. According to the reading, â€Å"At the end of July 191 5, the government began to deport the Armenians of Anatolia and Cilicia, transferring the population from regions which were far distant from the front and where the presence of Armenians could not be regarded as a threat to the Turkish army† (Crimes Against Humanity 85) Armenians were being classified; this is a great example of power at play. Separation was deemed necessary to gather the weak so hat they can easily be crushed by the strong. Turks first targeted to execute the â€Å"Intelligentsia†, the formally educated people which consisted of writers, politicians, poets, doctors, lawyers and etc. (Crimes Against Humanity 84). To get rid of the strong, reliable men, all of them that were 18 and older were shot (note). The Intelligentsia group and men were the first ones killed because they had knowledge and authority; enough knowledge to start revolt and rebellion. A systematic plan was necessary to make sure that the Armenians had no way of getting back their dignity nd their freedom through knowledgeable actions. Women and children were raped and dehumanized (notes). By the end of 1916, more than half of the populations of the Armenians were slaughtered (Crimes Against Humanity 86). This proves that the Armenian genocide happened because genocide means killing of a certain race or tribe. It is proven that some people did try to prevent more genocide against the Armenians. US missionaries, Turkish officials and friends did try to save some Armenians. (Crimes Against Humanity 85). All these actions were simply not enough r were too late for millions of lives were still lost. If only the world was vigilant to the beginning signs of oppression, there will be no such word as â€Å"genocide†. To quote the German Ambassador, Henry Morgenthau â€Å"l shall do nothing whatever for the Armenians† (Crimes Against Humanity 121). Wanting to make a difference Wolff- Matternich tried to do something, but he got shut down and said, â€Å"In order to achieve any success in the Armenian question, we will have to inspire fear in the Turkish government regarding the consequences† (Crimes Against Humanity 121). The differences in opinions overseas did not help in the prevention of the annihilation of the Armenians. While they are debating as to what actions and side to take, the sufferings of the Armenians confounded. One decisive move in the name of what is right and what is Just could have prevented everything. The big question to ask is: WHY? As the Turks continue to deny, the answer to this question will continue to evade history. In conclusion, people should consider everything that the poor Armenians have gone through as genocide. Think about the istory of a whole family, lost. The future of children one will never get to see and a whole country forever mourning for a generation buried in silence. Even if it happened over one hundred years ago, and Justifications after Justifications were made, the terminology â€Å"genocide† is Just but a word to give meaning to a terrifying event. But in simple terms, it is a mass murder of dumbfounding proportions. Many countries and powerful people could have helped and intervened, but they did not. Human actions matter because the burden of guilt is not carried only by the erpetrator, but also of a silent witness to a horrible crime. We are all a product of our past. If one does not acknowledge their past, and learn from its lessons, then the future will be one bleak horizon of uncertainty. An event such as the Armenian genocide should not remain as Just a story to tell from generation to generation. The whole purpose of retelling their story is to touch the core of human sensitivity over and over. To remind each and everyone to value one human life as a million human lives lost for nothing. How to cite Armenian Genocide, Papers

Reviewing Homers Iliad and Odyssey Sophocles Oedipus Rex

Question: Describe about the Reviewing Homers Iliad and Odyssey Sophocles Oedipus Rex? Answer: Homers Iliad and Odyssey are supposed to be the most convenient epic ever written in any literature. Himself being blind, approach of Homer in developing such epic is nothing less than adventurous. This study is going to set the frame of review of Homers Iliad and Odyssey, Sophocles Oedipus Rex having been compared with Prometheus Bound by Aeschylus. Iliad is nothing but a notary of love and treachery. Myrsiades is of this view if Paris would not have been licentious in its character in eloping with gorgeous Helen, in no way the novel would have been framed. At the same time, it may not have let the literature to have such warriors like Achilles, Odysseus or Hector. Act of revenge by red haired Menelaus instigated Agamemnon to siege the walls of Troy. On the other hand, division of Gods within the two clashing groups, Apollo, Poseidon on the side of Troy and Athena on Greece (Bagby). Wealth and overbearing attitude of Agamemnon can crushing and crumbling down against the great Trojan worriers until the Great Trojan Horse episode that destroyed the organized approach of Trojans. Irony of fate came crushing down severely on Troy (Vergados). Blasphemy of fate also let Agamemnon and great warrior Achilles to be killed severely. Homer paints up every inches of the epic having been tinged with essential intricacies. Journey of Odysseus back to its native country, Ithaca from the battlefield of Troy after its fall is jotted down in Odyssey. Surprising, the journey took around ten years. Telemachus approach of protecting the state and her mother Penelope from the hand of her suitors of the court, first let the plot of the epic to be developed. Different mythical creatures like Siren, Calypso came alive in this epic and presented their role in the development of the epic as well. Using of the metaphors, according to Bagby, by Homer has enlivened the epical approach. Both the linear and the non-linear poetic style of the poem helps it becoming succinctly noteworthy. Curtin has essentially stated that the complete journey of life of a human being has been presented by the writer. Homer put Odysseus into succinct adventurer and explorer. A prompt geographic sequence is succinctly maintained by the writer that has gone coherent in developing the context of the epic. But again the hand of divinity could not have been avoided. It seems to have created problems, however, as the epic tells all is for good is restored ultimately. Oedipus Rex a marvel presented by Sophocles is a tragedy that historically presents how a common man Oedipus becomes a king and had killed his father married his mother only to fulfill the prophesy. The play has been written in the classical format as described by Aristotle. Presentation of catharsis in the play is literally significant. Being in the top of the power, Oedipus started misusing his power that landed him down to such a position (Davies). The play essentially projects how own fault leads a human being slide down from the essence of top being reverse to the portrayal of destiny as the sole cause of all the downfall. Although the appearance and application of divinity is gallant in this play, however, it is needed to be stated that presentation of Freudian reality in the play has made Sophocles to become essentially developed (Mahony). Divine curse preached on the mistakes of Oedipus seem to have let his character to be suffering from several problems. Presenting life as a matter of essential vortex fueled the play to have developed essentially. In order to compare the ancient tragic theories with Oedipus Rex, Iliad and Odyssey application of them in Prometheus Bound by Aeschylus seem to have also a successful presentation (Marshall and Ojiako). As the action of the play is limited, approach of the speeches and other necessary thoughts seems to have gained weight. Again the victory of Zeus, rather say divinity with the fight of human being is essentially presented through the pages of the play (Kitagawa). Similar to Iliad and Oedipus Rex human essence is cryptically attained in this play. But the ray of hope in the fall is essentially attained and manifested that leads in persuading lustrous approach. Critical approaches are put behind in order to present more coherence. Throughout this study the researcher has tried to present the knowledge gathered from the different tragic drama and epics. Conflict between the divinity and human existence presented in every epoch is also presented in the context of study. Reference List: Bagby, L. M. J. 'Thomas Hobbes: Translations Of Homer: The Iliad And The Odyssey'.The English Historical ReviewCXXV.514 (2010): 721-723. Web. Curtin, Kevin Thomas. 'The Natural: Our Iliad And Odyssey'.The Antioch Review43.2 (1985): 225. Web. Davies, MJ. 'Diabetes Myths And Legends: The Iliad And The Odyssey'.Practical Diabetes International28.1 (2011): 37-40a. Web. Kitagawa, Teizo. 'The Irony Of Fate'.Seibutsu Butsuri50.1 (2010): 006-007. Web. Mahony, Patrick. 'The Oedipus Rex Of Sophocles And Psychoanalysis'.Int. J. Appl. Psychoanal. Studies7.4 (2010): 290-306. Web. Marshall, Alasdair, and Udechukwu Ojiako. 'From The Myth Of Prometheus To Strategic Resilience: Two Cognitive Paradigms Linking Risk And Innovation'.Prometheus28.4 (2010): 343-360. Web. Myrsiades, Kostas.Approaches To Homer's Iliad And Odyssey. New York: Peter Lang, 2010. Print. Vergados, Athanassios. 'Form And Function Of Some Theban Resonances In HomerS Iliad And Odyssey'.Trends in Classics6.2 (2014): n. pag. Web.

The Gap Company Strategies

The Gap (Gap) is a well known name in the retailing world for clothing and related accessories for men, women and kids, sold under the reputed brand names like Gap, banana republic, old navy, Forth Towne etc.. Primarily operating in North America, the company operates more than 3,000 stores worldwide, having stores in United States, Canada, the United Kingdom, France, Ireland and Japan.Advertising We will write a custom report sample on The Gap Company Strategies specifically for you for only $16.05 $11/page Learn More Key resources for Gap include the human resource headed by the competent strategists in the form of its top management and a renowned brand identity. While the strategists provide plans and policies the motivated work force seems to ensure proper implementation of these plans. Services of people like Karyn Hillman, and Liz Claiborne too proved crucial in implementing the plans set up by Pressler. Brand equity on the other hand is an impor tant intangible asset for the company. It not only creates a product identity, but it also helps in establishing lasting relationship with customers. The brand identity adds significant value to the range of products offered by the company. A company will not be in a position to take advantage of its resources, if there is no matching determination and capability to implement the plans. Gap has the capability to take on its competitors head-on by unleashing a range of competitive measures like penetrative pricing, entering into strategic tie-ups with the likes of designer Roland Mouret in order to offset the losses. Thanks to such strategies, the company was able to sustain the losses during periods of sagging sales, while the crack was duly filled up in due course. Gap also has the ability to invite the attention of its customer, even when the company goes for an overhaul of its strategies and positioning of its products in the market. In 2003 the business of Gap Inc bounced back w hen the management decided to reposition the three main brands. The sales saw an upswing after 29 months of straight decline. Gap’s understanding of the changing fashion ideas is one of the key core competencies of the company. The brand ‘Old Navy’ was an instant hit amongst the younger crowed, when the company shifted its focus to teenagers in the year 2000. The expertise in fashion wear and the company’s ability to translate this expertise into developing and manufacturing trendy cloths is another core competency for Gap. Three findings of the case include; Gap’s majority hold on the North American market, Gap’s dwindling sales figures in recent years, Overdependence on the North American Market.Advertising Looking for report on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More It is worthwhile here to mention that while on the one hand the overwhelming presence of Gap in the North American market is a strong point for the company, the overdependence on this market becomes a weaker link for Gap. If for some reason, another competitor emerges in the North American market, the company would find it difficult to leverage its potential. The news of tapering sales graph in recent years is certainly not a healthy sign for the company. What is particularly worrying is the fact that many of the key executives have also started deserting the company in search for better opportunities. Increasing competition, availability of a number of other brands, and counterfeit products are also going to give tough times to Gap in times to come. In view of the above analysis, it is quite clear that Gap has the strength to become a leading brand in the market, but it needs to set its house in order, by setting priorities for the immediate as well as for the long term future. Huge market potential in the South Asian region in general and in India and China in particular needs to be tapped by adopting appropriate market penetration strategies. Reference Wheelen, Thomas L and J. David Hunger (2010). ‘Strategic Management and Business Policy: Achieving Sustainability’, Twelfth Edition. Prentice Hall, New Jersey. This report on The Gap Company Strategies was written and submitted by user Aileen Pate to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Introduction Essay Sample

Introduction Essay SampleAn introductory theology essay sample is a writing sample intended to help students understand their target areas of study and to give them a plan for further study. The usual format of this sample consists of three sections: Objectives, Glossary, and Tables. Following is a sample of an introductory essay and its outline.Objectives: What do you want to learn about in theological study? Briefly summarize your objective. This question should be asked when students first attend to an essay assignment. If you have not written this essay before, ask yourself, 'What would I want to know about?' I.e., what would be of most interest to me as a Christian.Glossary: A glossary for the purpose of understanding the work is included at the end of the essay. While the final essay should not be written in accordance with a bibliography, it should provide a list of related works. The Glossary should be coherent with the essay, yet it should also be appropriate to the context of the essay. The Glossary must be explained in brief terms to students and should be learned. The Glossary should not be used as a glossary of Christian words but should be used in more than one place in the essay.Tables: tables with explanations is included at the end of the essay and completes the outline. Students can learn the most that can be known from this writing sample. The Tables are a way to provide the reader with a general summary of the essay in the process of understanding it. They are a summary of the values of the entire essay and therefore should not be used to simply list facts and statements.Conclusion: A conclusion is required in a theology essay sample for the purpose of completing the essay. The Table provides an overview of the whole essay and an analysis of the major areas.Notes: The author has included a line for the purpose of reading them if desired. He has emphasized a couple of points in the essay. Students may take the opportunity to implement these p oints.In conclusion, the structure of this writing sample should be easy to understand. The example used as an outline can assist the student to comprehend it more completely. It provides the writing student with a written outline of an essay and encourages the student to write an essay on the topic of interest. The writer should use all of the vocabulary and grammatical form of the essay and avoid plagiarism.

Discussing Friendship Lesson for English Learners

Discussing Friendship Lesson for English Learners Friendship is central to everyones life. Ive found over the years that students are always happy to speak about their friends. An added bonus is that speaking about friends requires students to speak in the third person - always useful practice for the dreaded s in the present simple. Discussing work or conversations about love can be fruitful, but if there are problems at work or at home, students might not want to discuss these popular topics. Friendship, on the other hand, always provides good stories. Use these quotes about friendship to help students explore their notions, preconceived ideas, expectations, etc. about their own friendships, as well as discuss what true friendship really means. As quotations generally provide insight into the topic, ask students to use the questions to help guide them through a discussion of each quotation. Aim: Improving conversational skills related to friendshipActivity: Exploration of the meaning of quotes related to friendshipLevel: Intermediate to advanced Outline Take a quick classroom survey rating their workplace asking students for a definition of friendship.Compare and contrast traditional views of friendship with the current trend of liking and friending on social networks.Read one of the quotes on work. Discuss as a class using the questions provided in the handout.Have students get into small groups of three to four students.Ask students to use the questions to discuss the quotes and how they relate to their own friendships.As a class, ask students if there were any comments/views that surprised them and why.As a class, clarify the characteristics of a good friend. Write a list on the board separating acquaintance and friend. What are the differences between the two?As a follow-up exercise, ask each student to write a short cause and effect essay based on their favorite quote about friendship. Students should include the reasons why they believe the quote is true and what effects following the advice should have. Questions Evaluate each quote below using these questions. Does the quote define friendship? How?Does the quote seem to suggest the differences between a true friend and someone who is not?Does the quote provide a key to success in friendships? If yes, what seems to be the key?Does the quote caution you about something concerning friendship?Is the quote humorous? If yes, whats the point of the joke?Which quote seems the closest to your own definition of friendship?Which quote do you disagree with? Why? Quotes â€Å"Dont walk behind me; I may not lead. Dont walk in front of me; I may not follow. Just walk beside me and be my friend.† ― Albert Camusâ€Å"Its the friends you can call up at 4 a.m. that matter.†Ã‚  Ã¢â‚¬â€¢ Marlene Dietrichâ€Å"The capacity for friendship is Gods way of apologizing for our families.†Ã‚  Ã¢â‚¬â€¢ Jay McInerney, The Last of the Savagesâ€Å"The worst part of success is trying to find someone who is happy for you.†Ã‚  Ã¢â‚¬â€¢ Bette Midlerâ€Å"Anybody can sympathize with the sufferings of a friend, but it requires a very fine nature to sympathize with a friends success.†Ã‚  Ã¢â‚¬â€¢ Oscar Wildeâ€Å"Wishing to be friends is quick work, but friendship is a slow ripening fruit.†Ã‚  Ã¢â‚¬â€¢ Aristotleâ€Å"A friend may be waiting behind a strangers face.†Ã‚  Ã¢â‚¬â€¢ Maya Angelou, Letter to My Daughterâ€Å"Friendship is delicate as a glass, once broken it can be fixed but there will always be cracks†Ã ‚  Ã¢â‚¬â€¢ Waqar Ahmedâ€Å"Friendship is always a sweet responsibility, never an opportunity.†Ã‚  Ã¢â‚¬â€¢ Kahlil Gibran, The Collected Worksâ€Å"The antidote for fifty enemies is one friend.†Ã‚  Ã¢â‚¬â€¢ Aristotle

Solid Geometry on SAT Math The Complete Guide

Solid Geometry on SAT Math The Complete Guide SAT / ACT Prep Online Guides and Tips Geometry is the branch of mathematics that deals with points, lines, shapes, and angles. SAT geometry questions will test your knowledge of the shapes, sizes, and volumes of different figures, as well as their positions in space. 25-30% of SAT Math problemswill involve geometry, depending on the particular test. Because geometry as a wholecovers so many different mathematical concepts, there are several different subsections of geometry (including planar, solid, and coordinate). We will cover each branch of geometryin separate guides, complete with a step-by-step approach to questions and sample problems. This articlewill be your comprehensive guide to solid geometry on the SAT. We’ll take you through the meaning of solid geometry, the formulas and understandings you’ll need to know, and how to tackle some of the most difficult solid geometry problems involving cubes, spheres, and cylinders on the SAT. Before you continue, keep in mind that there will usually only be 1-2 solid geometry questions on any given SAT, so you should prioritize studying planar (flat) geometry and coordinate geometry first. Save learning this guide for last in terms of your SAT math prep. Before you descend into the realm of solid geometry, make sure you are well versed in plane geometry and coordinate geometry! What is Solid Geometry? Solid geometry is the name for geometry performed in three dimensions. It means that another dimension- volume- is added to planar (flat) geometry, which only uses height and length. Instead of flat shapes like circles, squares, and triangles, solid geometry deals with spheres, cubes, and pyramids (along with any other three dimensional shapes).And instead of using perimeter and area to measure flat shapes, solid geometry uses surface area and volume to measure its three dimensional shapes. A circleis a flat object. This is plane geometry. A sphere is a three-dimensional object. This is solid geometry. On the SAT, most of the solid geometry problems are located at the end of each section. This means solid geometry problemsare considered some of the more challenging questions (or ones that will take the longest amount of time, as they often need to be completed in multiple pieces).Use this knowledgeto direct your study-focus to the most productive avenues. If you are getting several questions wrong in the beginning and middle sections of each math section, it might be more productive for you to take the time to first refresh your overall understanding of the math concepts covered by the SAT. You can alsocheck out how to improve your math scoreor refresh your understanding of all the formulas you’ll need. Note: most of the solid geometry SAT Math formulas are given to you on the test, either in the formulas box or on the question itself. If you are unsure which formulas are given or not given in the math section, refresh your formulas knowledge. This is the formula box you'll be given on all SAT math sections. You are given the formulas for both the volume of a rectangular solid and the volume of a cylinder. Other formulas will often be given to you in the question itself. But whilemany of the formulas are given, it is still important for you to understand how they work and why. So don’t worry too much about memorizing them, but do pay attention to them in order to deepen your understanding of the principles behind solid geometry on the SAT. In this guide, I’ve divided the approach to SAT solid geometry into three categories: #1: Typical SAT solid geometry questions #2: Types of geometric solids and their formulas #3: How to solve an SAT solid geometry problem with our SAT math strategies Solid geometry adventure here we come! Typical Solid Geometry Questions on the SAT Before we go through the formulas you'll need to tacklesolid geometry, it's important to familiarize yourself with the kinds of questions the SAT will ask you about solids. SAT solid geometry questions will appear in two formats: questions in which you are given adiagram, and word problem questions. No matter the format, each type of SAT solid geometry questionexiststotestyour understanding of the volume and/or surface area of a figure. You will be asked how to find the volume or surface area of a figure or you'll be asked to identify how a shape's dimensions shift and change. Diagram Problems A solid geometry diagram problem will provide you with a drawingof a geometrical solid and ask you to find a missing element of the picture. Sometimes they will ask you to find the volume of the figure, the surface area of the figure, or the distance between two points on the figure. They may alsoask you to compare the volumes, surface areas, or distances of several different figures. This is a typical "comparing solids" SAT question. We'll go through how to solve it later in the guide. Word Problems Solid geometry word problemswill usually ask you tocomparethe surface areas or volumes of two shapes. They will often giveyou the dimensions of one solid and then tell youto compare its volume or surface area to a solid with different dimensions. By how many cubic feet is a box with a height of 2inches, a width of 6 inches, and a depth of 1 inch greater than a cylinder with a height of 4 inches and a diameter of 6 inches? This is a typical word problem question that might appear in the grid-in section of the SAT math Other word problems mightask you to contain one shape within another. This is just another way of getting you to think about a shape's volume and ways to measure it. What is the minimum possible volume of acube, in cubic inches,thatcouldinscribe a sphere with a radius of 3 inches? A) $12√3$ (approximately $20.78$) B) $24√3$ (approximately $41.57$) C) $36√3$ (approximately $62.35$) D) $216$ E)$1728$ This is a typical inscribing solids word problem. We'll go through how to solve it later in the guide. Solid geometry word problemscan be confusing to many people, because it can be difficult to visualize the question without apicture. As always with word problems that describe shapes or angles, make the drawing yourself! Simplybeing able to seewhat a question is describing can do wonders to help clarify the question. Overall Style of Solid Geometry Questions Every solid geometry question on the SAT is concerned with either the volume or surface area of a figure, or the distance between two points on a figure. Sometimes you'll have to combine surface area and volume, sometimes you'll have to compare two solids to one another, but ultimately all solid geometry questions boil down to these concepts. So now let's go through how to find volumes, surface areas, and distances of all the different geometric solids on the SAT. A perfect example of geometric solidsin the wild Prisms A prism is a three dimensional shape that has (at least) two congruent, parallel bases. Basically, you could pick up a prism and carry it with its opposite sides lying flat against your palms. A few of the many different kinds of prisms. Rectangular Solids A rectangular solid is essentially a box. It has three pairs of opposite sides that are congruent and parallel. Volume $\Volume = lwh$ The volume of a figure is the measure of its interior space. $l$ is the length of the figure $w$ is the width of the figure $h$ is the height of the figure Notice how this formula is the same as findingthe area of the square ($A = lw$) with the added dimension of height, as this is a three dimensional figure First, identify the type of question- is it asking for volume or surface area? The question asks about the interior space of a solid, so it's a volume question. Now we need to finda rectangular volume, but this question is somewhat tricky. Notice that we're finding out how much water is in a particular fish tank, but the water does not fill up the entire tank. If we just focus on the water, we would find that it has a volume of: $V = lwh$ = $(4)(3)(1) = 12\cubic\feet$ (Why did we multiply the feet and width by 1 instead of 2? Because the water only comes up to 1 foot; it does not fill up the entire 2 feet of height of the tank) Nowwe are going to put that 12 cubic feet of water into a second tank. This second tank has a total volume of: $V = lwh$ = $(3)(2)(4) = 24\cubic\feet$ Although the second tank can hold 24 cubic feet of water, we are only putting in 12. So $12/24 = 1/2$. The water will come up at exactly half the height of the second tank, which means the answer is D, 2 feet. Either way, those fish won't be very happy in half a tank of water Surface Area $\Surface\area = 2lw + 2lh + 2wh$ In order to find the surface area of a rectangular prism, you are finding the areas for all the flat rectangles on the surface of the figure (the faces) and then adding those areas together. In a rectangular solid, there are six faces on the outside of the figure. They are divided into three congruent pairs of opposite sides. If you find it difficult to picture surface area, remember that a die has six sides. So you are finding the areas of the three combinations of length, width, and height (lw, lh, and wh), which you then multiply by two because there are two sides for each of these combinations.The resulting areas are then all added together to getthe surface area. Diagonal Length $\Diagonal = √[l^2 + w^2 + h^2]$ The diagonal of a rectangular solid is the longest interior line ofthe solid. It touches from the corner of one side of the prismto the opposite corner on the other. You can find this diagonal by either using the above formula or by breaking up the figure into two flat triangles and using the Pythagorean Theorem for both. You can always do this is you do not want to memorize the formula or if you're afraid of mis-remembering the formula on test day. First, find the length of the diagonal (hypotenuse) of the base of the solid using the Pythagorean Theorem. $c^2 = l^2 + w^2$ Next, use that length as one of the smaller sides of a new triangle with the diagonal of the rectangular solid as the new hypotenuse. $d^2 = c^2 + h^2$ And solve for the diagonal using the Pythagorean Theorem again. Cubes Cubes are a special type of rectangular solid, just like squares are a special type of rectangle A cubehasa height, length, and width that are all equal. The six faces on a cube's surface are also all congruent. Volume $\Volume = s^3$ $s$ is the length of the side of a cube (any side of the cube, as they are all the same). This is the same thing as finding the volume of a rectangular solid ($v = lwh$), but, because their sides are all equal, you can simplify it by saying $s^3$. First, identify what the question is asking you to do. You're trying to fit smallerrectangles into a larger rectangle, so you're dealing with volume, not surface area. Find the volume of the larger rectangle (which in this case is a cube): So you can use the formula for the volume of a cube: $\Volume = s^3$ = $6^3 = 216$ Or you can use the formula to find the volume of any rectangular solid: $\Volume = lwh$ = $(6)(6)(6) = 216$ Now find the volume of one of the smaller rectangular solids: $\Volume = lwh$ = $(3)(2)(1) = 6$ And divide the larger rectangular solid by the smaller to find out how many of the smaller rectangular solids can fit inside the larger: $216/6 = 36$ So your final answer is D, 36 SurfaceArea $\Surface\area = 6s^2$ This is the same formulas as the surface area for a rectangular solid ($SA = 2lw + 2lh + 2hw$). Because all the sides are the same in a cube, you can see how $6s^2$ was derived: $2lw + 2lh + 2hw$ = $2ss + 2ss + 2ss$ = $2s^2 + 2s^2 + 2s^2$ = $6s^2$ Diagonal Length $\Diagonal= s√3$ Just as with the rectangular solid, you can break up the cube into two flat triangles and use the Pythagorean Theorem for both as an alternative to the formula. This is the exact same process as finding the diagonal of a rectangular solid. First, find the length of the diagonal (hypotenuse) of the base of the solid using the Pythagorean Theorem. Next, use that length as one of the smaller sides of a new triangle with the diagonal of the rectangular solid as the new hypotenuse. Solve for the diagonal using the Pythagorean Theorem again. Cylinders A cylinder is a prism with two circular bases on its opposite sides Notice how this problem only requires you to know that thebasic shape of a cylinder.Draw out the figure they are describing. If the diameter of its circular bases are 4, that means its radius is 2. Now we have two side lengths of a right triangle. Use the Pythagorean Theorem to find the length of the hypotenuse. $2^2 + 5^2 = c^2$ = $29 = c^2$ = $c = √29$, or answer C Volume $\Volume = πr^2h$ $π$ is the universal constant, also represented as 3.14(159) $r$ is the radius of the circular base. It is any straight line drawn from the center of the circle to the circumference of the circle. $h$ is the height of the circle. It is the straight line drawn connecting the two circular bases. This problem requires you to understand how to get both the volume of a rectangular solid and the volume of a cylinder in order to compare them. A right circular cylinder with a radius of 2 and a height of 4 will have a volume of: $V = πr^2h$ = $π(2^2)(4) = 16π$ or $50.27$ The volumes for the rectuangular solids are found by: $V = lwh$ So solid A has a volume of $(3)(3)(3) = 27$ Solid B has a volume of $(4)(3)(3) = 36$ Solid C has a volume of $(5)(4)(3) = 60$ Solid D has a volume of $(4)(4)(4) = 64$ And solid E has a volume of $(4)(4)(3) = 48$ So the answer is E, 48 Surface Area $\Surface\area = 2πr^2 +2πrh$ To find the surface area of a cylinder, you are adding the volume of the two circular bases ($2πr^2$), plus the surface of the tube as if it were unrolled ($2πrh$). The surface of the tube can also be written as $SA = πdh$, because the diameter is twice the radius. In other words, the surface of the tube is the formula for the circumference of a circle with the additional dimension of height. Non-Prism Solids Non-prism solids are shapes in three dimensions that do not have any parallel, congruent sides. If you picked these shapes up with your hand, a maximum ofone side (if any) would lie flat against your palm. Cones A cone is similar to a cylinder, but has only one circular base instead of two. Its opposite end terminates in a point, rather than a circle. There are two kind of cones- right cones and oblique cones. For the purposes of the SAT, you only have to concern yourself with right cones. Oblique cones are restricted to the math I and II subject tests. A right cone has an apex (the terminating point on top) that sits directly above the center of the cone’s circular base. When a height ($h$) is dropped from the apex to the center of the circle, it makes a right angle with the circular base. Volume $\Volume = 1/3πr^2h$ $π$ is a constant, written as 3.14(159) $r$ is the radius of the circular base $h$ is the height, drawn at a right angle from the cone’s apex to the center of the circular base The volume of a cone is $1/3$ the volume of a cylinder. This makes sense logically, as a cone is basically a cylinder with one base collapsed into a point. So a cone’s volume will be less than that of a cylinder. Surface Area $\Surface\area = πr^2 + pirl$ $l$ is the length of the side of the cone extending from the apex to the circumference of the circular base The surface area is the combination of the area of the circular base ($πr^2$) and the lateral surface area ($πrl$) Because right cones make a right triangle with side lengths of: $h$, $l$, and $r$, you can often use the pythagorean theorem to solve problems. Pyramids Pyramids are geometric solids that are similar to cones, except that they have a polygon for a base and flat, triangular sides that meet at an apex. There are many types of pyramids, defined by the shape of their base and the angle of their apex, but for the sake of the SAT, you only need to concern yourself with right, square pyramids. A right, square pyramid has a square base (each side has an equal length) and an apex directly above the center of the base. The height ($h$), drawn from the apex to the center of the base, makes a right angle with the base. Volume $\Volume = 1/3\area\of\the\base * h$To find the volume of a square pyramid, you could also say $1/3lwh$ or $1/3s^2h$, as the base is a square, so each side length is the same. Spheres A sphere is essentially a 3D circle. In a circle, any straight line drawn from the center to any point on the circumference will all be equidistant. This distance is the radius (r). In a sphere, this radius can extend in three dimensions, so all lines from the surface of the sphere to the center of the sphere are equidistant. Volume $\Volume = 4/3πr^3$ Inscribed Solids The most common inscribed solids on the SAT will be: cube inside a sphere and sphere inside a cube. You may get another shape entirely, but the basic principles of dealing with inscribed shapes will still apply. The question is most often a test ofYou’ll often have to know the solid geometry principles and formulas for each shape individually to be able to put them together. When dealing with inscribed shapes, draw on the diagram they give you. If they don’t give you a diagram, make your own!By drawing in your own lines, you’ll be better able to translate the three dimensional objects into a series of two dimensional objects, which will more often than not lead you to your solution. Understand that when you are given a solid inside another solid, it is for a reason. It may look confusing to you, but the SAT will always give you enough information to solve a problem. For example, the same line will have a different meaning for each shape, and this is often the key to solving the problem. So we have an inscribed solid and no drawing. So first thing's first, make your drawing! Now because we have a sphere inside a cube, you can see that the radius of the sphereis always half the length of any side of the cube (because a cube by definition has all equal sides). So $2r$ is the length of all the sides of the cube. Now plug $2r$ into your formula for finding the volume of a cube. You can either use the cube volume formula: $V = s^3$ = $(2r)^3 = 8r^3$ Or you can use the formula to find the volume of any rectangular solid: $V = lwh$ = $(2r)(2r)(2r) = 8r^3$ Either way, you getthe answer E,$8r^3$ Notice how answer B is $2r^3$. This is a trick answer designed to trap you. If you didn't use parentheses properly in your volume of a cube formula, you would have gotten $2r^3$. But if you understand that each side length is $2r$ and so that entire length must be cubed, then you will get the correct answer of $8r^3$. For the vast majority of inscribed solids questions, the radius (or diameter) of thecircle will be the key to solving the question.The radiusof the sphere will be equal to half the length of the side of a cube if the cube is inside the sphere (as in the question above). This means that the diameter of the sphere will be equal to one side of the cube, because the diameter is twice the radius.. But what happens when you have a sphere inside a cube? In this case, the diameter of the sphere actually becomes the diagonal of the cube. What is the maximum possible volume of acube, in cubic inches,thatcould be inscribed inside a sphere with a radius of 3 inches? A) $12√3$ (approximately $20.78$) B) $24√3$ (approximately $41.57$) C) $36√3$ (approximately $62.35$) D) $216$ E)$1728$ First, draw out your figure. You can see that, unlike when the sphere was inscribed in the cube, the side of thecube is not twice the radius of the circle because there are gaps between the cube's sides and the circumference of the sphere. The only straight line of the cube that touches two opposite sides of the sphere is the cube's diagonal. So we need the formula for the diagonal of a cube: $\side√3 = \diagonal$ $s√3 = 6$ (Why is the diagonal 6? Because the radius of the sphere is 3, so $(3)(2) = 6$) $3s^2 = 36$ $s^2 = 12$ $s = √12$ $(√12)^3 = 12√12 = 24√3$ Though solid geometry may seem confusing at first,practice and attention to detail will have you navigating the way to the correct answer The Take-Aways The solid geometry questions on the SAT will alwaysask you about volume, surface area, or the distance between points on the figure. The way they make it tricky is by making you compare the elements of different figures or by making you take multiple steps per problem. But you can always break down any SAT question into smaller pieces. The Steps to Solvinga Solid Geometry Problem #1: Identify what the problem is asking you to find. Is the problem asking about cubes or spheres? Both? Are you being asked to find the volume or the surface area of a figure? Both? Make sure you understandwhich formulas you'll need and what elements of the geometric solid(s) you are dealing with. #2: Draw it out Draw a picture any time they describe a solid without providing you with a picture. This will often make it easier to see exactly what information you have and how you can use that information to find what the question is asking you to provide. #3: Use your formulas Once you've identified the formulas you'll need, it's often a simple matter of plugging in your given information. If you cannot remember your formulas (like the formula for a diagonal, for example), use alternative methods to come to the answer, like the pythagorean theorem. #4: Keep your information clear and double check your work Did you make sure to label your work? The makers of the test know that it's easy for students to get sloppy in a high-stress environment and they put in bait answers accordingly. So make sure thevolume for your cylinder and thevolume for your cube are labeled accordingly. And don't forget to give your answer a double-check if you have time! Does it make sense to say that a box with a height of 20 feet can fit inside a box with a volume of 15 cubic feet? Definitely not! Make sure all the elements of your answer and your work are in the right place before you finish. Follow the steps to solving your solid geometry problems andyou'll get that gold Solid geometry is often not as complex as it looks; it is simply flat geometry that has been taken into the third dimension. If you can understand how each of these shapes changes and relate to one another, you’ll be able to tackle this section of the SAT with greater ease than ever before. What's Next? Now that you've done your paces onsolid geometry, it might bea good idea to review all the math topics tested on the SAT to make sure you've got them nailed down tight. Want to get a perfect score? Check out our article onHow to an 800 on the SAT Mathby a perfect SAT scorer. Currently scoring in the mid-range? Running out of time on the math section?Look no further than our articles on how to improve your score if you're currently scoring below the 600 rangeand how to stop running out of time on the SAT math. Want to improve your SAT score by 160 points? Check out our best-in-class online SAT prep program. We guarantee your money back if you don't improve your SAT score by 160 points or more. Our program is entirely online, and it customizes what you study to your strengths and weaknesses. 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