Magnesium Ribbon and Hydrochloric Acid

Magnesium Ribbon and Hydrochloric Acid   Group members: Kiara Anderson, Laura Knott, Jackson Baker Chosen factors: magnesium (Mg) is known as a chemical element with the atomic number of 12. Hydrochloric acid (HCL) is a strong, colorless mineral acid used with many purposes. Chosen experiment: The task is to alter and record the different temperatures when magnesium ribbon is places hydrochloric acid. Research questions: How will the magnesium ribbon react to the hydrochloric acid? How quickly will the magnesium ribbon react to the hydrochloric acid at different temperatures? Will it be a slower reaction with the ice bath? Will it have a quicker reaction with a higher temperature? Background research: Magnesium (Mg) is known as a chemical element with the atomic number of 12. The silvery white solid is an abundant element found in the earths crust which was first discovered in 1755. Today magnesium has many uses for example photography, fireworks, bombs and flares. Magnesium isnt just used for entertainment it is also a key nutrient for health. Due to the human body it is important to a normal bone structure, magnesium is essential to disease prevention, low magnesium levels have been linked to some diseases such as osteoporosis, high blood pressure, diabetes, stroke, clogged arteries and heart disease. Hydrochloric acid (HCL) is a strong, colorless mineral acid used with many purposes. This substance is produced in the stomach of the human it has the job to break down proteins. It is located and used in many ways for example it is contain in toilet cleaners and used for clean the toilet. Temperature is a measure of the warmth or coldness of an object or substance with reference to some standard value. The temperature of two systems is the same when the systems are in thermal equilibrium.   (Temperature. Dictionary.com. Dictionary.com, n.d. Web. 12 Feb. 2017.) Temperature can have many chemical reactions on experiments or natural substances. Different temperatures can either increase or decrease the speed of the particles in liquids or gases, causing particles to collect more energy, and to collide and creating chemical reactions when temperature is increased. Aim: To test the differences between different temperatures and how quick the magnesium ribbon reacts to the hydrochloric acid hypothesis: the higher the temperature the quicker or bigger the chemical reaction is when a magnesium ribbon is drop in the beaker of 25ml of hydrochloric acid. Also when the experiment is set in the ice bath, the reaction time will be much slower than the other temperature sets. equipment/materials: 5 x 80ml beaker Hydrochloric acid 15x 25ml = 375ml 15 x magnesium ribbon 3x ice (ice bath) 3x ice cream container 3x heat pad 1x thermometer 3x heat mat Method: Before anything was started, the whole method was reread and memorised so there was an understanding of the experiment. Next the correct PPE was equipped so if there was an error there was some protection, the equipment that was essential to equip was Closed in shoes Apron Safety goggles/classes Gloves Hair net Once the PPE was suited up, all the equipment was checked to make sure there was nothing missing, so the experiment didnt need to be paused just to get more equipment. The experiment was started by first unpacking the equipment and tprepare the hydrochloric acid by putting 25 ml in each beaker, then setting up the heat plate to the right setting to heat the hydrochloric acid to 80 C. once the heat plate hit its aiming temperature the beaker was placed on it till it hit the temperature of 80 C when it hit 80 C exactly, a piece of magnesium was placed in the beaker with the chemical reaction being recorded by both a timer and writing down what happened. The same steps happened with the other temperatures, which were 60 C, 40 C, the room temperature (22 C) and the ice bath (6 C). Results: temperature 1st test 2nd test 3rd test observations Ice bath =6 C 5:03:53 ->8 C 5:10:31 +   5:57:31 ->8 C 5:12:24 ->8 C Room temp 22 C 1:19:32 ->28 C 1:25:62 ->27 C 1:27:78 ->26 C Temperature increases with magnesium 40 C 48:85 sec ->43 C 0.1 molecule 4:45:31 ->46 C 0.1 molecule 3:19:69 60 C Wasnt rapid just frizzing 60 C 45:28 75 C 49:03 76 C 41:44 71 C bubbling 80 C 47:81 82 C 48:65 87 C 49:57 90 C Bubbling Discussion: During this experiment it was just expected in the hypothesis as the temperature went lower the slower the reaction time, that was also the only pattern noticed in the experiment. The experiment was very successful besides at one point in the experiment were the hydrochloric acid strengths were mixed up instead of using 1 molecules we use 0.1 molecule for at least 2 tests. Evaluation: during the experiment, there was only one error which was the molecule strength was mixed up, instead of using the 1 molecule on 2 of the 40 ÃÅ'Ã…  c tests we use 0.1 molecule this could have been avoided if we paid more attention to the equipment we used in the test. Conclusion: this EEI (extended experimental investigation) has discussed the aim of the experiment, the method and the results of the experiment, also the errors of the investigation that will be made sure that the same errors will not be made in future experiments. The main substances that were used in the experiment were hydrochloric acid (HCL) and magnesium ribbon(Mg) when these materials combined there was a chemical reaction, the reaction was that there was bubbling and fizzing when the magnesium dissolved, there was a pattern when the temperatures changed, the molecules in the acid would change speed cause the reaction to be either fast or slow, when the acid was at a high temperature for example 80 C the molecules in the acid were packed together but free to move but they were moving at a high speed but not as fast as gas molecules, this was causing the acid to bubble like boiling water, as the temperature was high this made the magnesium ribbon to dissolve faster. A real-world version of this experiment could be when cooking steak on a barbeque where the higher the temperature the faster the meat will cook.

Gardening: Plant and Garden

One of my earliest fascinations in life was watching things grow; Observing tiny seemingly lifeless seeds turn into overgrown fruit-bearing vegetation was to me simply remarkable. My mom had a garden in the back yard and I would always help her tend to it. I used to pretend I was a farmer working on my land. Every morning I would be so filled with excitement as I went out back to check on my crops. As I grew older and made some friends I gradually lost my enthusiasm for growing veggies. However, this past spring I did not attend school and had some time on my hands, so I decided to try and revive an old flame of mine. Gardening. The following is a guide on how to start and manage a garden devised from my own experience on â€Å"the farm†. First let me make clear that in order to have an aesthetically pleasing and bountiful garden it takes a lot of work. There is constant maintenance that is required. You have to want to take care of it. If a garden is not properly tended to your plants will die and be overrun by unwanted weeds/pests. To begin your first task should be to select an appropriate spot for your garden. When selecting the perimeters of your garden keep in mind that you want a relatively sunny spot year round. For instance if you choose a spot in March when the trees are bare it might be sunny but, in June when the surrounding trees are covered in leaves they may overshadow your garden. Some shade is okay but, to get the best results from your garden pick a spot that your fairly certain is sunny or will be sunny most of the time. Make sure your spot has good drainage; if the area where you’re considering putting your garden regularly floods it is not the best place for a garden. Another decision you need to make is whether to use raised beds or not. A raised bed is basically an open box filled with soil usually about 6 inches tall. This year I tried a raised bed garden and found that it has some advantages: It basically eliminated regular weeding (which can be a chore), it kept many pests away from my veggies, and it looked nice. However, raised beds do require more initial labor to set up and are more costly compared to traditional gardens. So now that you’ve found your spot it’s time to plan what you want to grow. Figure out what type of garden you want. Do you want to grow Vegetables? Herbs? Flowers? Or perhaps a combination of the three? I prefer growing vegetables because it’s always rewarding to eat the fruit of your labor. This year I found that tomatoes, cucumbers, peppers, lettuce, eggplant, beans, and zucchini all do very well in raised beds. But, certain vegetables that require lots of space like pumpkins or watermelon do not. Now that you figured out what you’re going to grow plot out on some scrap paper where you will plant your crops in your garden. Keep in mind that certain plants need more space than others. When you buy your seeds read the plant spacing instructions carefully. You don’t want to plant anything outside before the last frost because it will kill your seedlings. By May (in southern New York) it’s safe to plant your seeds directly in the ground. Read the instructions on the back of each seed packet to know exactly when and how deep to sow them. If you want a head start you could even go to your local nursery and pick out some baby plants. When you’re transplanting from a container make sure that you water the plant before taking it out because you could damage the roots, so be gentile. Once your plants are in the ground it’s important that you take appropriate precautions to keep away pests and critters. The raised beds will keep away most insects and small animals but if you have gophers, rabbits, and deer in your neighborhood you will need a fence. Once the fence is in place most of the hard work is over. Just make sure you regularly water your plants, especially during summer’s hottest days. As well make sure you pluck any weeds that appear. By June your garden will be in full bloom. And once July/August comes around your veggies will be ready to harvest. Reflecting back on this year’s garden makes me feel accomplished. I’m glad I took the initiative to once again be a gardener. It was a lot of work but, the rewards were definitely worth it. There is nothing like some home grown veggies. I felt like a little kid again when I was anxiously checking on my garden each mourning. I am definitely going to have a garden again this spring. If you want to experience something truly satisfying and you have the time, I would highly recommend you try having a garden too.

Effect of Social Media

Johnson & Wales University [email  protected] MBA Student Scholarship The Alan Shawn Feinstein Graduate School 11-1-2011 The Effects of Social Media on College Students Qingya Wang Johnson & Wales University – Providence, [email  protected] edu Wei Chen Johnson & Wales University – Providence Yu Liang Johnson & Wales University – Providence, [email  protected] edu Follow this and additional works at: http://scholarsarchive. jwu. edu/mba_student Part of the Education Commons, and the Social and Behavioral Sciences Commons Repository Citation Wang, Qingya; Chen, Wei; and Liang, Yu, â€Å"The Effects of Social Media on College Students† (2011).MBA Student Scholarship. Paper 5. http://scholarsarchive. jwu. edu/mba_student/5 This Research Paper is brought to you for free and open access by the The Alan Shawn Feinstein Graduate School at [email  protected] It has been accepted for inclusion in MBA Student Scholarship by an authorized administrator of [em ail  protected] For more information, please contact [email  protected] edu. Running Head: EFFECTS OF SOCIAL MEDIA ON COLLEGE STUDENTS 1 The Effects of Social Media on College Students Qingya Wang, Wei Chen, and Yu Liang Johnson &Wales University Feinstein Graduate SchoolRSCH5500-Research & Analysis Submitted to Professor Martin Sivula, Ph. D. November, 2011 Peer Reviewers: Frederic Juillet , Anne Catelotti, Jennifer Gay, Rohan Kichlu, Christina L. Blundin, and Volha Ban 2 EFFECTS OF SOCIAL MEDIA ON COLLEGE STUDENTS Abstract As social media sites continue to grow in popularity, it is our premise that technology is a vital part in today’s student success equation. This descriptive, exploratory research study drew a random sample (N=48) of males (n=26) and females (n=22) who were administered a student perception questionnaire on how social media affects college students.Thirty-five percent of the participants were undergraduates and 65% were graduate students, studying at Johnson & Wales University. Thirty-one percent of participants have full-time jobs, 30% have part-time jobs and 39% do not have jobs. The results of the survey questionnaire indicate that 45% of the sample admitted that they spent 6-8 hours per day checking social media sites, while 23% spent more than 8 hours; 20% spent 2-4 hours and only 12% spent less than 2 hours on this task.Results indicate while most college students use social media and spend many hours checking social media sites, there was a negative aspect to college students’ use of social media. Key Words: social media, college students, learning efficiency 3 EFFECTS OF SOCIAL MEDIA ON COLLEGE STUDENTS Introduction The definition of social media is â€Å"the relationships that exist between network of people† (Walter & Riviera, 2004). In the last ten years, the online world has changed dramatically. Thanks to the invention of social media, young men and women now exchange ideas, feelings, personal informat ion, pictures and videos at a truly astonishing rate.Seventy-three percent of wired American teens now use social media websites (Oberst, 2010). Schill (2011) states that the social media sites encourage negative behaviors for teen students such as procrastination (catching up with friends), and they are more likely to drink and drug. However, every day, many students are spending countless hours immersed in social media, such as Facebook, MySpace, World of Warcraft, or Sim City. At first glance this may seem like a waste of time; however it also helps students to develop important knowledge and social skills, and be active citizens who create and share content.At present, whether social media is favorable or unfavorable, many students utilize these sites on a daily basis. As social media sites continue to grow in popularity it is our belief that technology is a vital part of today’s student success equation. Many researchers have been diving into a considerable amount of res earch on how social media influences student retention at colleges. Many parents are worried that their college students are spending too much time on Facebook and other social media sites and not enough time studying.Therefore, our research ascertains the relationship between the social media and students’ study efficiency. 4 EFFECTS OF SOCIAL MEDIA ON COLLEGE STUDENTS Statement of Problem To address the issue of the effectiveness of using social networking, the first question raised in this study is: for what purpose is the student utilizing social networking? Research on this topic will start to reveal social networking sites are simply part of how students interact with each other with no apparent impact on grades.Thus, the objective of this research is to explore the advantages and disadvantages of students’ use of social networking for study. The main purpose of this research is to expand on previous research, explore the relationship between the effects of socia l networking and students’ study efficiency, and to determine if social media interfering with students’ academic lives. Research Questions: Which is the most popular social media site for students? What is the amount of time students spend utilizing social media in various academic processes? Review f the Literature College students have great interest in social media. For the purpose of this study, social media was defined as Facebook, YouTube, Blogs, Twitter, MySpace or LinkedIn (Martin, 2008). Although, providing a detailed perspective on social media use among university students and underscoring that such use can produce both positive and negative consequences, according to a Nielsen Media Research study, in June 2010, almost 25 percent of students’ time on the Internet is now spent on social networking websites (Jacobsen, & Forste, 2011).Facebook is the most used social network by college students, followed by YouTube and Twitter. Moreover, Facebook alone reports 5 EFFECTS OF SOCIAL MEDIA ON COLLEGE STUDENTS that it now has 500 active million users, 50% of whom log on every day. In addition, according to a study by Online PhD, students spend roughly 100 minutes per day on Facebook. In 2007, the number of students who used Facebook was already enormous: 92 percent of college students had an account. By 2008, 99 percent of students had an account on Facebook.That is quite a large amount considering the service was only opened in 2006 to everyone. On one hand, the positive aspect of online communities is that youths can utilize them for academic assistance and support (Lusk, 2010). Due to the ability of social media to enhance connections by making them easily accessible, social media can yield many benefits for the young, including providing a virtual space for them to explore their interests or problems with similar individuals, academic support, while strengthening online communication skills and knowledge. Students who may be reluc tant to speak up in class are participating in book discussion blogs and writing for real audiences. There are new Web tools emerging all the time that are enhancing learning (Brydolf, 2007). † On the other hand, â€Å"Our findings indicate that electronic media use is negatively associated with grades. We also find that about two-thirds of the students reported using electronic media while in class, studying, or doing homework (Jacobsen, & Forste, 2011). † This multitasking likely increases distraction, something prior research has shown to be detrimental to student performance.As social media websites, such as Facebook, YouTube and Twitter gain popularity, they are also are becoming increasingly dangerous as they create modes to procrastinate while trying to complete homework. Hence, in a survey of 102 students, 57% stated that social media has made them less productive. 6 EFFECTS OF SOCIAL MEDIA ON COLLEGE STUDENTS As to the relationship between social media and grad es, a study released by Ohio State University reveals that college students who utilize Facebook spend less time on studying and have lower grades than students who do not use the popular social networking sites (Kalpidou, Costin, & Morris, 2011).Moreover, according to a new study by doctoral candidate Aryn Karpinski of Ohio State University and her co-author, Adam Duberstein of Ohio Dominican University, college students who use the 500 million member social network have significantly lower grade-point averages (GPAs) than those who do not. Nevertheless, another study found no correlation between heavy social media usage and grades. There was no significant difference in grades between those considered to be heavy users of social media and those considered to be light users.Additionally, there was no correlation between grades and the social media platform used. For example, almost the same number of heavy and light users of both Facebook and YouTube received the same percentage hi gh and low grades. Regarding the relationship between using social media with the grades of college students, concurrent with past studies that find that online communication is linked to time spent in offline relationships, â€Å"our findings indicate that Social Networking Site (SNS) use and cellular-phone communication facilitates offline social interaction, rather than replace it (Jacobsen & Forste, 2011)†.Students commonly commented that connect should be invaluable for making friends and supporting each other, especially within the first few weeks after arriving at the University (Oradini & Saunders, 2007). Furthermore, â€Å"The relationship between Facebook and well-being appears to become positive over the college years, possibly because upper-class students use Facebook to connect socially with their peers and participate in college life (Kalpidou, Costin, & Morris, 2011). † EFFECTS OF SOCIAL MEDIA ON COLLEGE STUDENTS Therefore, â€Å"we need to keep in mind that the benefits of this interactive technology far outweigh the risks,† says Leri. â€Å"When it’s used in a positive way, it can be an extraordinary tool (Brydolf, 2007). † Method The purpose of collecting data was to perform a group research on how social media affects college students. In this research, an anonymous questionnaire was administered to collect data which was the standard survey collection method. The total number of questionnaires administered were 50, however the usable questionnaires were (N = 48).According to the respondents, males (n=26) and females (n=22) were involved in this survey. Thirty-five percent of participants were undergraduates and 65% were graduate students currently studying in Johnson & Wales University. Thirty-one percent of participants have full-time jobs, 30% have part-time jobs and 39% do not have jobs. The number of females who have jobs is higher than that of males. This was one part of our anonymous questionnaire. I n the following, other relevant questions were developed to carry out the research.Other questions focused on the lives of students and the feeling of students when they were using different social media. For example, â€Å"How many hours a day do you check your social media site? † and â€Å"Do you post or respond while completing homework? † Also, at the end of the questionnaire, we asked two open questions about the biggest advantage or disadvantage when college students used social media in studying and looking back to the last time that they used social media. The participants were randomly selected regardless of gender or educational level.These questions related to their lives. There were three different perspectives 8 EFFECTS OF SOCIAL MEDIA ON COLLEGE STUDENTS present in the research which included advantage, disadvantage or not sure. However, other independent variables were tried to decrease the impact on the results. Results Sixty percent of participants ar e in favor of Facebook, 22% like Skype, 10% prefer Twitter and 8% like My Space. Sixty-eight percent of the sample reported that they primarily used a laptop to check social media sites; while 20% use a cell phone; and only 12% preferred to use a desktop computer.Forty-five percent of the sample admitted that they spent 6-8 hours per day to check a social media site, 23% spent more than 8 hours, 20% spent 2-4 hours and only 12% spent less than 2 hours. The ratio of participants who posted or responded during school hours was 64%; 15% rarely used social media during school hours; 21% were not sure whether they would like to use it. Eighty percent of the sample reported that they posted or responded while completing homework; 8% would never use social media while doing homework; and 2% were not sure.In terms of the benefit of social media, 20% agreed that social media helps with school assignments; 25% agreed that social media helps to make new friends; and 55% just used social media for fun. Discussion According to the data we collected from the anonymous questionnaire, most college students would prefer to use social media and therefore spent vast hours checking social media sites. Facebook is very popular among college students, even though students would use it when they had classes. Ninety percent of students spent their time on entertainment; there were not too many college students who preferred using social EFFECTS OF SOCIAL MEDIA ON COLLEGE STUDENTS media to deal with their homework. Eighty percent of the sample admitted that they posted or responded while completing homework. It has definitely affected their efficiencies and their grades. Considering the data collected, there was a negative attitude towards social media when college students used them. For instance, imagining one student spent over six hours checking social media site and responded while completing their homework; it would be likely increase distraction of the students which can be det rimental to student performance.Conclusion Our research has revealed that college students were likely to be affected by social media. Social media is attractive; it not only provides college students another world to make friends, also provides a good way to release pressure. To some degree, it absolutely affects the lives of college students including the grades. This research also indicates that an approach is needed to better balance the relationship between social media and academic study. Therefore, college students should think more about the balancing equation of social media and academics.Limitations and Recommendations This study was limited in several aspects. First, the timeframe to collect data was too short. Three to four weeks for the study was not sufficient. Second, a total of 50 questionnaires were administered, however usable questionnaires were 48, so the result may not reflect the real situation for the whole population. With this sample size, the estimated samp le error is 14. 4%, so an increase in sample size might yield different results. And, of course these results might be affected by this very large sample error. 0 EFFECTS OF SOCIAL MEDIA ON COLLEGE STUDENTS Third, this research did not consider student’s psychological state; perhaps influences and motivations for social networking use. Our research indicated that most college students would prefer to use social media and spend many hours checking social media sites. Social networking is definitely affecting students’ efficiencies as well as their grades. Hence, educators need to be concerned about these problems and try to find better ways to solve these problems.Although, framed within an academic context, the concepts outlined here can be utilized to investigate the use of communication technology not only at school, however also at home, workplace, and various other settings, and for a variety of different audiences such as teenagers, young adults, the elderly, or f amilies. For future research, it may be more helpful to measure the social presence besides motivation and pressure, examining how a student’s psychological state influences motivations for social media use.Also, do social media sites have a positive influence on study and academics and are students leveraging them as cited sources in discipline research? 11 EFFECTS OF SOCIAL MEDIA ON COLLEGE STUDENTS References Baldwin, T. T. , Bedell, M. D. , & Johnson, J. L. (1997). The social fabric of a team-Based M. B. A. Program: Network effects on student satisfaction and performance. Academy Of Management Journal, 40(6), 1369-1397. doi:10. 2307/257037 Brydolf, C. (2007). Minding MySpace: Balancing the benefits and risks of students' online social networks. Education Digest, 73(2), 4. Domine, V. 2009). A social history of media, technology and schooling. Journal of Media Literacy Education, 1(1), 42-52. Gerlich, R. , Browning, L. , & Westermann, L. (2010). The social media affinity sc ale: implications for education. Contemporary Issues in Education Research, 3(11), 35-41. Jacobsen, W. C. , & Forste, R. (2011). The Wired Generation: Academic and Social Outcomes of Electronic Media Use Among University Students. Junco, R. , Merson, D. , & Salter, D. W. (2010). The Effect of Gender, Ethnicity, and Income on College Students' Use of Communication. Kalpidou, M. , Costin, D. & Morris, J. (2011). The relationship between Facebook and the well-being of undergraduate college students. Cyberpsychology, Behavior & Social Networking, 14 (4), 183-189. doi:10. 1089/cyber. 2010. 0061. Lusk, B. (2010). Digital natives and social media behaviors: An overview. Prevention Researcher, 173-6. Margaryan, A. , Littlejohn, A. , & Vojt, G. (2011). Are digital natives a myth or reality? University students' use of 12 EFFECTS OF SOCIAL MEDIA ON COLLEGE STUDENTS digital technologies. Computers & Education, 56(2), 429-440. Oberst, L. (2010). The 6S Social Network.Retrieved from: http://sixs entences. ning. com/profile/LindsayOberst Rosen, L. , Lim, A. , Carrier, L. , & Cheever, N. (2011). An empirical examination of the educational impact of text message-induced task switching in the classroom: educational implications and strategies to enhance learning. (2011). Psicologia Educativa, 17(2), 163-177. http://dx. doi. org/10. 5093/ed2011v17n2a4 Schill, R. (2011). Social Networking Teens More Likely to Drink, Use Drugs, Study Finds. Retrieved from: http://jjie. org/teens-on-facebook-more-likely-drink-oruse-drugs-study-finds/20713

Clark University Acceptance Rate, SAT/ACT Scores, GPA

Clark University is a private research university with an acceptance rate of 59%. Located in Worcester, Massachusetts, Clark was originally founded in 1887 as a graduate school. Today, the university has a strong undergraduate focus in the liberal arts and sciences that has earned it a chapter of the  Phi Beta Kappa  Honor Society. Programs emphasize hands-on research and problem solving. The university boasts of a 10-to-1  student / faculty ratio  and an average class size of 21. The Clark Cougars compete in NCAA Division III athletics. Considering applying to Clark University? Here are the admissions statistics you should know, including average SAT/ACT scores and GPAs of admitted students. Acceptance Rate During the 2017-18 admissions cycle, Clark University had an acceptance rate of 59%. This means that for every 100 students who applied, 59 students were admitted, making Clarks admissions process competitive. Admissions Statistics (2017-18) Number of Applicants 7,687 Percent Admitted 59% Percent Admitted Who Enrolled (Yield) 13% SAT Scores and Requirements Clark University has a test-optional standardized testing policy. Applicants to Clark may submit SAT or ACT scores to the school, but they are not required. During the 2017-18 admissions cycle, 51% of admitted students submitted SAT scores. SAT Range (Admitted Students) Section 25th Percentile 75th Percentile ERW 610 700 Math 590 690 ERW=Evidence-Based Reading and Writing This admissions data tells us that of those students who submitted scores during the 2017-18 admissions cycle, most of Clarks admitted students fall within the  top 20% nationally  on the SAT. For the evidence-based reading and writing section, 50% of Clarks admitted students scored between 610 and 700, while 25% scored below 610 and 25% scored above 700. On the math section, 50% of admitted students scored between 590 and 690, while 25% scored below 590 and 25% scored above 690. While the SAT is not required, this data tells us that a composite SAT score of 1390 or higher is competitive for Clark. Requirements Clark University does not require SAT scores for admission. For students who choose to submit scores, note that Clark participates in the scorechoice program, meaning that the admissions office will consider your highest score from each individual section across all SAT test dates. Clark does not require the essay section of the SAT or SAT Subject tests. ACT Scores and Requirements Clark University has a test-optional standardized testing policy. Applicants to Clark may submit SAT or ACT scores to the school, but they are not required. During the 2017-18 admissions cycle, 20% of admitted students submitted ACT scores. ACT Range (Admitted Students) Section 25th Percentile 75th Percentile English 26 34 Math 25 30 Composite 28 31 This admissions data tells us that of those who submitted scores during the 2017-18 admissions cycle,  most of Clarks admitted students fall within the  top 11% nationally  on the ACT. The middle 50% of students admitted to Clark received a composite ACT score between 28 and 31, while 25% scored above 31 and 25% scored below 28. Requirements Note that Clark does not require ACT scores for admission. For students who choose to submit scores, Clark does not superscore ACT results; your highest composite ACT score will be considered. Clark does not require the ACT writing section. GPA In 2018, the average high school GPA of Clark Universitys incoming freshmen class was 3.67, and over 50% had average GPAs of 3.75 and above. These results suggest that most successful applicants to Clark have primarily A grades. Self-Reported GPA/SAT/ACT Graph Clark University Applicants Self-Reported GPA/SAT/ACT Graph. Data courtesy of Cappex. The admissions data in the graph is self-reported by applicants to Clark University. GPAs are unweighted. Find out how you compare to accepted students, see the real-time graph, and calculate your chances of getting in  with a free Cappex account. Admissions Chances Clark University, which accepts just over half of applicants, has a competitive admissions pool. However, Clark also has a  holistic admissions  process and is test-optional, and admissions decisions are based on much more than numbers. A strong  application essay  and  glowing letters of recommendation  can strengthen your application, as can participation in meaningful  extracurricular activities  and a  rigorous course schedule. The college is looking for students who will contribute to the campus community in meaningful ways, not just students who show promise in the classroom. Students with particularly compelling stories or achievements can still receive serious consideration even if their grades and scores are outside of Clarks average range. In the graph above, the green and blue dots represent accepted students. Strong grades are extremely important for Clark admissions, and most successful applicants had high school GPAs of a B or better. Standardized test scores are not as important as grades since the university has test-optional admissions. If You Like Clark University, You Might Also Be Interested in These Colleges Syracuse UniversityBoston UniversityBates CollegeTufts UniversityBoston CollegeSuffolk UniversityEmerson CollegeConnecticut CollegeUniversity of VermontNew York UniversityAmherst College All admissions data has been sourced from the National Center for Education Statistics and Clark University Undergraduate Admissions Office.