Subject......
...
?
CHANG
E
S
Date.^?
VEMB
?
17 ...982
SiMON FRASER UNIVERSITY
?
MIMORANDUM
0
......................................
SENATE
?
: ................
I
From.
SENATE
COMMIT TEE
ON UNDERGRADUATE ST
UDIES
Action undertaken by the Senate Committee on Undergraduate Studies
at its meeting of November 2, 1982 gives rise to the following motions:-
MOTION 1:
"That Senate approve and recommend approval to the Board of
Governors, as set forth in S.82-129, the proposed
New course - MATH 102-3 - Introduction to Statistics (Alg(
g
ira 12 required)
and changes of course description, prerequisites,
and objectives of the course MATH 101-3 -
Introduction to Statistics (Algebra 11 required)
- with adjustment of various prerequisite
statements."
.
?
MOTION 2:
"That Senate approve and recommend approval to the Board of
Governors, as set forth in S.82-129, the proposed
Joint Honours Program in
Mathematics
and Computing Science, including
1.
Lower Division Requirements
2.
Upper Division Requirements
3.
Entry. and Continuation Requirements"
MOTION
3:
"That Senate approve and recommend approval to the Board of
Governors, as set forth in S.82-129, the following changes
i) Change in Mathematics Major requirements
ii). Change in course-list requirements to satisfy lower division
requirements for Mathematics Major or Honors.
iii) Change in course-list requirements for optional program -
(page 106)"
MOTION
4:
"That Senate appr
Governors, as set
• ? prerequisites for
1)
MATH 151-3
2)
MATH 154-3
3)
MATH 157-4
4)
MATH 100-3
ve and recommend approval to the Board of
forth in S.82-129, the substantive change of
-
Calculus I
- Calculus for the Biological Sciences
- Calculus for Social
Science
- Survey of College Mathematics"
-2- ?
•
Discussion on this topic was commenced at SCUS and the topic was
then deferred pending provision of additional information which was distributed
to SCUS and consolidated under "SCUS 82-41, F-82-15 with updates to Nov. 8, 1982"
(copies included herewith).
?
Further data was provided under "Appendix I,
8 November 1982" (copy provided).
?
These documents provide data on the present
very unsatisfactory situation with clear need for improvement, and also give
some indication of the problems which may still arise even with change. They
also included the question of "regulatory" provisions versus "strongly advising"
procedures. The Committee has adopted the regulatory process.
0
• . ?
SiMON FRASER UNIVERSITY
TC
a
?
/Lf
MIMORANDUM
?
(FA-I
QT-
.1)
('To..............
Secretary
Va
.....
to SENATE
FACULTY OF SCIENCE
I
?
RtCOM.1ENDATIONS....(l• SC(JS
............
From ?
P.
Dobud
to the Dean of Science
Date .......
.
.
ctobe ..o,ig..
I would appreciate
it very
much if you would place on the.
Agenda of the next SCUS meeting, for consideration and approval
the following items approved
by this
Faculty.
--(a-) ?
NewCourse Proposal
?
r-82-f0 - -
MATH 102-3, Introduction to Statistics
and
(b) ?
Changes of Course Description, Prerequisites and
Objectives of
the Course
MATH 101
7
3,
Introduction
to Statistics
NOTE:
?
The
approval of the
above recommendation
Implies that in
all Mathematics Department
calendar entries where MATH 101-3 is now
mentioned, It should be replaced by MATH 101-3
or MATH
102-3. ?
This
includes prerequisites
for MATH 302-3 and 304-3.
2. ?
Change of Prerequisites
?
F-82-11
MATH 272-3, Introduction to Probability and Statistics
From: ?
MATH 152-3 or
155-3 or 158-3
To: ?
MATH 152-3, 155-3
or 158-3
must precede or be taken
concurrently.
.12
-2-
3.
Approval of a New-'-'-------
F821g?
4.
Change in Mathematics Major Requirements
?
F-82-13
From: Mathematics majors will be required to take at least
three 400 division courses, none of which may be
Directed Studies or Honors Essay courses.
To: ?
Mathematics majors will be required to take at least
three 400 division Mathematics courses, none of which
may be Directed Studies or Honors Essay courses.
5.
Change In the list of courses which may be used to satisfy
the lower division course requirements for Mathematics Major
and Honors students
?
-
F-82-14(a)
To add: ?
CMPT 101-4, Introduction to Programming
Language for Computing Majors/Minors/Honors
To delete: ?
CMPT 105-3, Fundamental Concepts of Computing
6.
Change in the listing of required courses in the optional
program described in Page 106 of the 1982-83 SFU Calendar
•F-82-14(b)
To replace: ?
CMPT 103-4, Introduction to a Programming
Language I for Non-Computing Science
Majors/Minors/Honors
With: ?
CMPT 101-4, Introduction to a Programming
Language for Computing Majors/Minors/Honors
.3/
S
S
-3-
7.
?
Change-of Prerequisites for the following courses
?
F-82-14-
(a) MATH 151-3, Calculus I
From
?
Prerequisite:
?
B.C. High School Algebra 12
(or equivalent) or MATH 100-3.
?
Students with
?
other qualifications must consult an advisor in
the Department of Mathematics before they may
be admitted to the course. Such students may
be required to study additional work prior to
or concurrent with MATH 151-3.
Students with credit for either MATH 154-3 or
157-3 (or 150-3) may not receive credit for
MATH 151L3.
To:. ?
Prerequisite: ?
B.C. High School Algebra 12 (or
equivalenti with a grade of B or higher, or
MATH 100-3. Students with a grade of C or C+
in Algebra 12 may not take this course unless
they also enroll
In
MATH 100-3 concurrently, or
(preferably) complete MATH 100-3 first.
Students with a grade of P or P in Albegra 12
will not be allowed to take this course until
MATH 100-3 is successfully completed.
?
Students
with credit for either MATH 154-3 or 157-3
(or
150-3) may not receive additional credit for
MATH 151-3.
(b)
MATH 154-3, Calculus I for the Biolo
q
ical Sciences
From: ?
Prerequisite: ?
B.C. High School Algebra 12 (or
equivalent) or MATH 100-3.
?
Students with other
qualifications must consult an advis
q r in the-
Mathematics Department before they may be
admitted to the course. Students with credit
for either MATH 151-3 or 157-3 (or 150-3) may
not receive credit for MATH 154-3.
To: ?
Prerequisite:
?
B.C. High School Algebra 12 (or
?
equivalent) with a grade of Bor higher, or.
MATH 100-3. ?
Students with a grade of C or C+
?
in Algebra 12 may not take this course unless
they also enroll
in
MATH 100-3 concurrently, or
(preferably) complete MATH 100-3 first.
Students with a grade of 0 or P in Algebra 12
will not be allowed to take this course until
MATH 100-3 is successfully completed.
?
Students
with credit for either MATH 151-3 or 157-3 (or
150-3) may not receive additional credit for
MATH 154-3.
(.
./4
-4-
(c)
MATH 157-4. Calculus for Social Sciences I
From:
?
Prerequisite: ?
B.C. High School Algebra 12 or
?
MATH 100-3. Students with credit for MATH
150-3 or 151-3 or 154-3 may not receive credit
for MATH 157-3.
To:
?
Prerequisites: ?
B.C. High School Algebra 12 (or
- ?
equTvalent) with a grade of B or higher, or
MATH 100-3.
?
Students with a grade of C or C+
?
in Algebra 12 may not take this course unless
they also enroll in MATH 100-3 concurrently, or
(preferably) complete MATH 100-3 first.
Students with a grade of 0 or P in Algebra 12
will not be allowed to take this course until
MATH 100-3 is successfully completed.
?
Students
• ?
with credit for either MATH 151-3 or 154-3 (or
150-3) may not receive additional
• credit for
MATH 157-3.
(d)
MATH 100-3, Survey of College Mathematics
From: ?
Prerequisites: ?
B.C. High School Algebra 11 or
permission of the department. ?
Students with
B.C. High School Algebra 12, its equivalent, or
any further university level Mathematics
courses (with the exception of MATH 190-3 or
191-3), may not normally take this course for
credit.
NOTE: ?
Students will not be permitted to register
concurrently for MATH 100 and any of MATH 144,
151, 154, 157.
To: ?
Prerequisites: ?
B.C. High School Algebra 11 or
permission of the Department.
?
This course may
not be taken for credit by students who already
have credit for any course for which this
course (or B.C. High School Algebra 12) is a
- prerequisite.
NOTE: ?
Students will not be permitted to register
concurrently for MATH 100-3 and MATH 144-3.
• • Students with grades of C or C+
In
B.C. High
School Algebra 12 (or equivalent) intending to
take MATH 151-3, 154-3, or 157-3 must take MATH
100-3 concurrently or (preferably) before
attempting the.Calculus courses.
?
Students with
?
grades of D or P in B.C. High School Algebra 12
(or equivalent) intending to take MATH 151-3,
154-3 or 157-3 must take MATH 100-3 before
attempting the Calculus courses.
.
S
.5/
SIMON FRASER UNIVERSITY
?
MIMORANDUM
1
0) ......
UY1dtYgYddtf4te 'CUttydurw
Dr. A.G. Sherwood, .Chairman
Cbn'shTtce
Faculty of Science
Subj.d.
MATH
.9.k ..?. .k°
...............................
From
Dr. I). Rvel rn , Chairman
u
rit'
1
3f bZli E's Cdthhii ttc'
Department
of
Mathematics
Date ......... Apr ..29,1
The Mathematics Department Wishes to propose a new introductory statistics
course, MATH 102-3. This course will be very much like the existing MATh 101-3,
but will require Algebra 12 (or MATH 100) as a prerequisite rather than
Algebra 11, and will have greater emphasis on mathematical notation and on
standard statistical formulas than MATH 101-3 has. It must he emphasized that
MATH 102-3 is a user's course, not a Mathematical Statistics course, just as
MATH 101-3 is. This course has been developed to meet the needs of other
departments (particularly Criminology) who have pointed-out-that:, un-li-ke
?
- - -
MATH 101-3, PSYC 210-3 has an Algebra 12 (or MATH 100) prerequisite.
In all Mathematics Department calendar entries where MATH 101-3 is now
mentioned, it should be replaced by MATH 101-3 or MATH 102-3. This includes
prerequisites for MATH 302-3 and MATH 304-3.
We suggest that the Biological Sciences Department consider whether it wishes
to replace the MATH 101-3 requirement for its majors and honors students by
a MATH 101-3 or MATH 102-3 requirement, or possibly by a MATH 102-3 requirement
alone. Likewise the Geography Department should address the same question for
the students in its B.Sc. program.
_
DR: nj
Enclosures
c.c. Dr. N.M.G. Bhakthan, Chairman, Undergraduate Curriculum Committee,
Faculty of Interdisciplinary Studies
Dr. M.K. Egan, Chairman, Undergraduate Curriculum Committee,
Faculty of Education
Dr. C.L. Hamilton, Chairman, Undergraduate Curriculum Committee,
Faculty of Arts
Dr. S.U. Verdun-Jones, Chairman, Criminology Department
Dr. H.L. Alexander, Chairman, Undergraduate Curriculum Committee,
Archaeology Department
Pr. R. Harrop, Chairman, Undergraduate Curriculum Committee,
Computing Science Department
Dr. C.L. Kemp, Chairman, Undergraduate Curriculum
Committee.,
Biological Sciences Department
-2-
c.c. Dr. G.A. Rheumer, Chairman, Undergraduate Curriculum Committee,
Geography Department
Dr. V.F. Sacco, Chairman, Undergraduate Curriculum Committee,
Criminology Department
Dr. W. Turnbull, Chairman, Undergraduate Curriculum Committee,
Psychology Department
.
Pestat&nnent of Calendar Description of Course, [erequ i i ten and
Objectives
of
the Course On.
?
Appendix U1
SENATE COMMITTEE ON UNDERGRADUATE STUDIES
'
Calendar Information
COURSE PROPOSAL FORM
Department: Mathematics
Abbreviation
Code:*MATH Course Number:
101-3
Credit flours:
?
3-0-1
Title of Course: Introduction to Statistics (Algebra 11 required)
Calendar Description of Course: Problems connected with observational studies and Jesijr,
of experiments, descriptive statistics, correlation and regression, sampling, confidence
inervals, tests of significance. Emphasis is on understanding statistical concept.:.
Nature of
Course ?
Lecture/Open Laboratory
Prerequisites (or special instructions): B.C.
Algebra 11. Students with B.C. Alnebra 12
(or
MATH 100) may prefer to take MATH 102-3 instead. Students with credit for ARC. 370-5,
ECON 332-3, or
MATH 272-3 (formerly MATH 371-3)
may not subsequently receive credit for
?
1
';e
-
?
-
approved: This course will
take the
place of MATH 101-3(5), the Social Sciences section
of MATH 101-3.
2. Scheduling
How frequently will the course
be offered? MATH
101-3 and 102-3 together will he offered a
frequently
Semester in
as
which
MATH101-3
the
course
is n,
wili
pf
ri rat
re.
be
The
orfereo
balance
?
brail
g
?tee,r1. tJ-ie two courses will he adjusi
Ito match the demand that
Which of your present faculty
would be available
to make the proposed offering /develops.
• possible:
?
Eaves, Lockhart, Routledge, Stephens, Villeqas, Weldon
Objectives
of the Course
To allow students with minimal
algebraic skills
to become familiar with statistical
phenomena and to understand the need for the common strategies of properly executed
statistical studies.
4.
Budgetary and Space Requirements (for information only)
What additional
resources will be required in the
following areas:
Faculty
Staff
Library
?
None. This course replaces certain offerings of
Audio Visual
?
the present version of MATH 101-3.
Space
Equipment
5. Approval
Date: ?
April 26, 1982
-
?
Department Chairman
?
Dean
?
Chairman. SCUS
?
iw
SCUS 73-34b:- (When completin
g
this form, for instructions see
Meocrandum
SCUS 73-34a.
Attach courseoutline).
*MATHEMATICS 101-3
?
INTRODUCTION TO STATISFLCS
Aimed at a non-mathematical audience, this course discussed procedures
that are most commonly used in the summary of statistical surveys and in
the interpretation of experimental data. The rationale of these procedures
is explained in detail, but the use of mathematical formulas; is k'pt to a
minimum.
Students with B.C. A]qehra 12 (or MATH 100) may wish to take MIIU
102-3 instead.
1.
THE DESIGN OF A STATISTICAL, STUDY
The two major design types, controlled experiments and observational
studies, are discussed, with special emphasis on the limitations of each.
2.
)DESCRIPTIVV, STATISTICS
The following methods of surnariing the information in large data sets
are introduced: 'histograms and other graphs,
averages,
standard deviat..ons,
and the normal approximation.
3.
CORRELATION AND REGRESSION
The correlation coefficient is introduced as a measure of the strnqt.h
association between two quantities; the regression line, as a
gra p
h f
averages. Deviations from this line are discussed.
4.
PROBABILITY
Methods
are
presented for computing the probabilities of chanct occurren,s.
The binomial formula is stressed.
5.
CHANCE VARIABILITY
Fallacious interpretations of "The Law of
Averages"
are brought to Li)-ht,
and the predictable patterns that do indeed emerge in repetition:'; of
experiments are discussed.
6.
SAMPLING
The concept of a sample survey is studied from the design stage through the
conduction of
the survey to the analysis of
the
results. Special attention
is given
to the
role of chance errors on the
accuracy
of the results.
7.
CHANCE MODELS AND TESTS
or
SIGNIFICANCE
Elementary methods of analyzing the results of controlled exerimcnts and
observational studies are presented.
Standard t-tests
and ?
tests and
related confidence intervals are introduced
with
emphasis on the role f
the chance model, and the interpretation of the results.
TI T[3tOI(: STATISTICS by David I're.drnan, Eohert
Pisani,
and Roger Fnrv.'s,
published by W.W. Norton *nd Ctnpany
4/H2
Appendix B1
*'Calendar Information
SENATE COMMITTEE ON UNDERGRADUATE STUDIES
?
COURSE PROPOSAL FORM
Department:
Mat:hcmat I cs
Abbreviation Code: *MATII Course Number: 102-3
Credit
Hours:
?
3 ?
Vector: 3-0-1
Title of Course: Introduction to Statistics (Algebra 12 required)
Calendar Description of Course.:
?
course similar to MATH 101-3 but with
Blur.
emphasis on
statistical
formulas.
Nature of Course
?
Lecture/Open Laboratory
Prerequisites (or special instructions) : B.C. Algebra 12 (or MATH 100-3). Students
with credit for ARC. 376-5, ECON 332-3, or MATH 272-3 (formerly MATH 371-3) may not
subsequently receive credit for MATH 102-3. Students may not receive credit
for
both
MATH 101-3 and MATH ]02-3
What_course--(courses)-,- i any,
isbeingdroppe4frcmt
he
calendar if this course
is - ---------
approved: This course replaces certain sections of MATH 101-3.
2. Scheduling
How frequently will the course be offered?
MATH
101-3 and 102-3 together will be offered as
frequently as MATH 101-3 is now offered. The balance between the two courses will be adjust
Semester in which the course will first be offered? Fall 1983 /to match the demand that
Which of your present faculty would be
available to make
the proposed of Iiy
.
?
/develops
possible: Eaves, Lockhart, Routledge, Stephens, Villegas, Weldon
Or
Objectives of
the Course
To gain familiarity with statistical phenomena, to understand the need for Lhecomon
strategies of properly executed statistical studies, and to learn the mathein,itical
notation for elementary statistical methods.
4.
Budgtary and Space Requirements
(for information only)
What additional resources will
be required in the
following areas:
Faculty
Staff
Library
None. This course replaces certain offerings of
Audio Visual
?
the present version of MATH 101-3.
Space
Equipment
5.
Approval
Date: ?
April 26, 1982
Doartmnt
Chairman ?
Dean
?
Chairman, JCU
•
SCUS 73-34b:- (When completing this form, for
instructions see
Memorandum SCUS 7l4i.
Attach course outline)
•
MATIif:MATIC 102-3
?
INTRODUCTION TO STATISTICS
Am
.
cL
at a non-mathematical audience, this course discussed procedures
hat
ire
inO;t commonly used in the
summary
of statistical surveys and in
th'' interpretation of experimental data. The rationale of these procedurec
cxiii med in detail. Mathematical theory is not emphasized, but the standard
formulas commonly used in applied statistics
are
introduced.
1.
iU Dl•:STGN OF A
STATISTICAL STUDY
The two major dt'siqn types, controlled experiments and observational
arc discUsSed • with sp.i al emphasis on the I rmi tat ions of each
2.
)l.:CRU"l'IVE STATISTICS
The ft.11owintj methods
of
suiumari zing the information ill larje dita :cts
a r, introduced: his
toq rains;
and other q raphs , avcra
;t's
• s tandari devj t o
and the normal approximation.
3.
CORRELATION AND REGRESSION
The correlation coefficient is introduced as a mvasur of the strenqth of
is-;ociation between two quantities; the regression tine, as ?
c jral'h of
averages. Deviations from
this line
are discussed.
4.
P 1
4
011AB IL I Ti'
M.,tlrods are presuted
for
computing the probabi ii tics of chance occurrent:' s
binomial formula is stressed.
lANCF: VARIABIlITY
Fa I lue ious mnti'rpue tit t ions
of 'The Law
of Averages" are brought to light,
and the predictable patterns that do indeed emerge in repetitions of chane
txouriment g
are discussed.
6. .AIPL1NG
The 'oricept ((1 a
?
smile curVey is studied from the dcc iqri cta
q
e throrsqh t lie
((lriduUt ion of the survey
to
the analysis of the rests 1 tc .
?
5p-•cia I ittent I on ?
qIVIII
to
t}c
rub. (it"
Illirte i,rrur; on th' Iccursy of the rt;u1ts.
7. MODELS
cIit:Y1•: AND TF:TS OF SIGNIFICANCE
hmt'rstIry methods of anilyzinq the results of cont rol led ex
p eriments and
oh;.rvit lunil
studies
ire
Ire4euted.
?
tandird
r-tect
s and X- tests and
relat'ti cunfideric,:
j
rstt:rvals are introduced with emphasis on the role of
the chance model, and the i nterpretat ion of the retail
t
8.
NOTATION
:ymho1ic notation for the above procedures.
'I'I:x I
l
l eOV:STAl'TSTICS by David 1'redxnami, Robert; PLSarii , it((I 1- oi
ler
Purves, 1ihl
I
by W. W . Norton and Comi any, anil Ms tit-mi t ca 1
in
tic t
hois
Stat i sr i 's Lv
David Freedman and David Lane puhi i ch(l
l ?
and
W.W. :•:rror(
IflIifl'.
• . ?
SIMON FRASEIL UNIVERSITY
.. ?
• ?
• ? MIMORANOUM
A. ( . Sherwood, Cha i man
tJnhrgridu; e
C.trr icuI
ttCC
Fzict it v of ',
I C'ICt'
Subsd. ?
•
?
.RF.QUJS!i[•
ir. ?
1).
from.
tIn
j
' j''
iI¼ll:I t '
?
St
?
l t '
?
lIut it t
vu
l',!t ?
of ?
ti
?
t;'''
Date. A1.
1.
1
.
1
. J. •
y
... . I..
the
e,ite: ?
e Proposal
Foiln is
seH-epIn.ito'. ?
•
Ii' Ci I
• .
?
•''' is
?
as a
corequisite
rather th:in
?
a
it ?
(' .i 11 allow interested students (part
?
tWirl
?
C
I)
?
tJn
?
- - - ?
-
to take t h.' N-Vt
?
:72
course
in the second scm
cs
t cr
ci
S[)R:ni
Enc 1 ?
NATH 27-3 Course
Proposal
Form)
.r
-
SIMON FRASER UNIVERSITY
To ?
Dr.
A.G.
Sherwood,
en..
-,
??
Faculty of Scienc.
Undefgraduate Curriculum Committ
Sub.,OLMT..UDNORS. ?
.J?ROC RAM .iN
MATHEMATICS G COMPUTING SCIENCE.
!SC 82-19
PIUS Undergraduate Curriculum
e
?
August
................iTlWttte
6th, 1982
The Faculty of Interdisciplinary Studies Undergraduate
Curriculum Committee reviewed the above proposal at a
meeting held on Tuesday, August 3, 1982. This memorandum
is to inform you that members of the Committee gave
approval in principle to the proposal, with the understanding
that it will be forwarded to your Committee for consideration
in the near future.
cc: Chairman,
Chairman,
cti
Janet llánchet
Mathematics Department
Computing Science Department
WLTJfl
LLJG h
('1F'LC
LDL^I
r
0
S11W9N FRASER UNIVERSJ'Y
.
?
MEMORANDUM
?
F - g
z- i
To ........
.
.
r.A.G.ShodChaipa ?
Faculty of Science
Lindergr
SubiW...
.
,!
R
INT .
?
I
N
MATHEMATI^S
.
AND COMPUTING SCIENCE
F,e,n....
.
Dr
?
çii
Undergraduate Studies Committee
Mtnitic
Dat........u•gu•st• 2, 1982
Enclosed are papers supporting a proposal for a Joint Honors
program in Mathematics and Computing Science. The July 28, 1982
memorandum from Dr. R. Harrop needs little to be added by me, except
to state that the Mathematics Department has approved the program and
supports
it very strongly. Dr. Harrop informs me that the program has
now been approved in principle by the Faculty of Interdisciplinary
Studies. I
trust
that our
committee, and the Faculty of Science, will
approve the program soon.
S
Dr. D. Ryeburn
[)R/cll
I
S1M'1N FRASER UNIVERSITY
MIMORANDUM
To
...............
anet
•
Blanchet, FIDS
?
From ...... ?
S
otir Sciece
,
1-
01
'vi
Sub.d .....
?
HO
PROGRAM ?
..
?
o.t.......
I attach a copy of proposals for a Joint flonorsf
?
in
?
Mathematics and Computing Science whlcJ has been approved by the Joint.
Committee set up for that purpose, b the Undergraduate Committees
of Mathematics and Computing Science, and by general meetings of the
Departments concerned. The proposed Honors
?
which will not be
accompanied by a corresponding major
?
combines most of the ?
lower division requirements of the Mathematics and Computing Science
programs and follows, at upper division, with a structured selection
of courses taken from the offerings of the two participating Departments.
]he resulting degree gives flexibility in some details of satisfaction
of requirements while ensuring that recipients, as well
as
having attained
a grade point av'rage appropriate for an Honors degree have
also
satisfied requirements of breadth and dellift in t lie i
r
studies iii cac of
the two d isci
l
i nec. The content of the level of
att:i
nnrut in each
discipline is slightly short of a major (25 upper division hours in
each rather than 30) but is such as should enable a student
with
at
most minimal make-up work, to proceed to graduate work in either
Department. The combination of the Mathematics and Computing Science
courses represents an overall unified content of academic work rather
than the jux'taposition of work in two vaguely related separate areas
of study.
Should a student, by choice or through CGPA dropping somewhat
below Honors level, not wish to continue in the program, then transfer
to
a
program involving major/minor in each or both of Mathematics/
Computing Science (or to separate Honors
program if
the CGPA is
satisfactory) would be a reasonable possibility attainable with little
or no inconvenience or delay arising from the transfer of program.
It should be noted in this regard that not only is no joint major
program intended but that none is proposed. If there were one it would
amount to a structured double minor and
neither
Department wishes to
support such a joint degree at this time.
?
—
It is proposed that the degree, which is to be in the Faculty
of Science, shall be administered jointly,
by the
Departments using a
Committee with membership from the Departments to act in an advisor'.'
capacity. All courses involved in the program
are
exlstiflg ones
(MAr11, MACH, (MI'T). Any changes to the courses in the future are
anticipated to he. ones which will still use courses (possibly new Ones)
within those occurring in the program
of
the participating Dcpartment.
•
,v
r
?
. ?
. ?
. ?
/
2
-2-
The current membership of the Committee is
• Dr. B. Aispach, ?
Professor of Mathematics
Dr. R. Harrop, ?
Professor of Mathematics,
Professor of Computing Science
• ?
Dr. P. Hell, ?
Associate Professor of Mathematics,
Associate Professor of Computing Science
[)r. T. Kameda, ?
Professor of Computing Science
Dr. R. Lardncr, ?
Professor of Mathematics
Dr. A. Liestman, Assitant Professor of Computing Science
Dr. R. Russell, ?
Adjunct Member of Computing Science,
Professor of Mathematics
Dr. K. Wéldon, ?
Associate Professor of Mathematics
It is expected that Dr. Harrpp will be the initial Faculty Advisor for
the program with administration advice being given by Kathy Ifamrnes and
Elma Krbavac, the Departmental Assistants of Mathematics and Computing
Science respectively.
•
?
J1k
L-
?
--
[1
?
Ronald Harrop
RH/c 11
I
I
S1MN FRASER UNIVERSITY
MIMOIANDUM
?
To
..
.......
.
,pxc..chqr.n'a,
................
?
From .....
P.
• 1 •. •
.t.1.a.VTP.p,.
.ct\UrJn................. .
.ng)
.
it
?
.........................
Science Honour
sb
Program
?
Date......
?
.
?
.
.
(
j1.)................
I wish to confirm a conversation I have had with you
over the phone regarding a proposed Mathematics/Computing
Science Honours program which contains a "100 division" English
course requirement. Students in the program will probably be
few in number and I do not expect any who would not otherwise
be enrolled in a program involving at least a minor in Computing
Scieice. Hence I cannot see any increase in English enrollment
arising because of the
existence of
the program if approved.
You stated to me that you could see no problems arising from
your Department due to the proposal.
R. tiarrop
RH/dp.
cc: Dr. C. Hamilton, Faculty of Arts IJCC
History Department
Shiela Roberts, Faculty of Arts UCC
Dean of Arts
S
is
A Joint Honors Program in Mathematics and Computing Science is
offered by the Departments of Mathematics and Computing Science. Entry
into this program requires the permission of both Departments. It is
possible for graduates from this program to proceed to graduate work in
either Mathematics or Computing Science, though depending upon the
particular area of interest of the student, a small amount of additional
undergraduate work in either Mathematics or Computing Science may be
required. Students interested in this program are strongly recommended
to contact Ms. K. Hammes as soon as possible regarding the scheduling of
this program.
S
?
/ II
4
•
?
- ?
7
MAfl IEJ'IATICS/acPuTI
'JC
SCIENCE I IORsPL)GRAN
Math
Low1
r
151-3
1!tiJiu
I rcrnents
S
152-3
232-3
242-3
'243-3
251-3
272-3
Calculus I
Calculus II
Elementary Li.near'Algebra
Introduction to Anslynis
Discrete Mathematics
Calculus 111
Introduction to Probability and Statistics
CMPT 101-4
introduction
to a High Level Programming Language
(for Majors, Minors and Honors)
105-3 Fundamental Concepts of Computing
118-3 Computing Projects in the Arts and Sciences
201-4
Data
and Program Organization
205-3 Introduction to Formal
Topics
in Computing Science
260-3 Social Implications of a Computerized Society
290-3 Introduction
to Digital
System.
or 291-4
Introduction to Digital
Circuit Design
A
100-division English course
or Phil 001-3 In Pursuit of
Truth
Note: A student who, in satisfaction
of upper
division requircnnt;
(see
below), wishes to use group (d) as one (f
the
two upper
division
required groups taken from
the
list (a),' (h), (c),
(d), must also obtain credit for the
Lower
Division coure
Ma1h 22-3 Vector Calculus I.
r1e
r
_Di
vi
sion Reguireiwnts
(1) 'Ihe following courses:
MACtI 316-i Nunerlcal Analysis I
CMPT 400-3 Hardware Architecture
CMPT 40-3 Design and Analysis of -Computing A1orith:'is
(ii)
The required courses in each of two of the groups (a), (h) (c), (d)
below and In at least three of the gsoups (e), (f), (g), (ii),
(5) below.
(iii)
At least one
course
taken from one of lists (f) , (g) , (h) , (1)
additional to ones u:;ed in the
satisfaction
of conditions
(t), (ii) above and further additional courea as'. requtr:d
tak4-n
from the lists (a), (b), (c), (d), (e), (1), (g), h), (i)
below to bring the total number of
credits
in
Upper Division.
MATH courses to at least 25 and the total number of credits
in Upper Division CMPT courses to at least 25 where for this ptirp,r
credit obtained in MACM courses is
divided
evenly between MATH and
CMPT.
(iv) Additional
Upper Division
courses
credits
as required
tu at lease
to bring
60 and
the
the
total
total
number
number
of
of
?
5
credits to at least 132.
4
(o
(a)
Statistics
Required
Math 372-3 Mathematical
Statistics
I
Math
37-3
Introduction to Stochastic Procesit•:.
Math 472-3 Linear ?lndcls in Statistics
Other
_Coui sea
Math 473-3 Non-Parametric St.t ;t h's
MACM 360-3 Comput at ion tot St at I t I cn 1 Data P
N
(b)
Discrete Mathematics
Required
Math 308-3 Linear Programming
?
and two of the following four courses:
Math 343-3 Combinatorial Aspects of' Computing
Math
408-3
Discrete
Optimization
Math
' 643-3
CombinatorIal Theory
Math 445-3 Introduction
to Graph Theory
(c)
Num
e
rical
Analysis
Required
Math 310-3 Introduction to Ordinary Differential Equations
Math 416-3
Numerical
Analysis
It
(d)
Applied Mathematics
Required
Math 310-3 Introduction to Ordinary Differential Equations
and two of the following five courses:
Math 314-3, Boundary Value Problems
Math 362-3 Fluid Mechanics I.
Math
415-3
Ordinary Differential Equations
Math 419-3 Partial
Differential Equations
Math 470-4 Variational Calculus
(a) Theoretical Computing Science
Required
MACH 306-3 Introduction to Automata Theory
Other Courses
MACH 601-3 Switching Theory 'md LogcaI Design
MACH 602-3 Automats and Formal languages
(1) Comp ter Design and Organization
Required - one of the following six courses
CMPT
390-3
Digital Circuits and Systems
'
CMPT
391-3
Microcomputer Hardware Workshop
•
CMPT
32-3
Introduction to Digital Signal ?
Processing
CMPT
491-4
Analogue and Digital Circuits
CMPT 492-3
Microprograimiin ?
,.ci•Em.ilat
ion
ciPr
495-3
Digital
?
System: ?
Design
?
and ?
Spec if ic,t.t'n
?
L*b
?
I
')4PT
I.of ?
)
r1..4..1 ?
C' .....--.. ?
4 ?
1
(g)
Software Syst ins
Roquired
MPT 401-3 Software Architecture
Other Courses
CMPT 301-3 System Development Methodology
CMPT 305-3 Computer Simulation and Modeling
CMPT 383-3 Comparative Programming Languages
CMPT 393-4 Systems Software for Minicomputers and
M1crocomptc
CMPT 404-3 Comp4eer System Measurement and Evaltiatfun
CMPT 483-4 Compiler Construction
(h)
Information' Systems
Required
CMPT 354-3
File and
Database Structures
Other Courses
(:M p
T 302-3 System Development Projects
CMPT 350-3 Information and Public Policy
CMPT 370-3 Information System Design
C?a'T 371-3 Data Communications and Networking
(I) Intensive
_A1jjCat ion
uired-one of the folIoiir.g tw courc's
CMPT 351-3 Introduction to Computer Graphics
CMPT 410-4 Artificial Intelligence
I
Other Courses
C1IPT 340-3 Computers In Biomedicine
CMPT 380-3 Computational Linguistics
CMPT 451-3 Interactive
Graphics
and Animation Systems
(;eneral. Requirements
The program is subject to the general requirements of the
Faculty of Science
and of the University. Admission
to courses
and
requirements relating to
satisfaction of prerequisites are subject to the requirments
of the
Departments 'offering the courses. Admission
to and
continuati)n in the
program is subject to the obtaining of and
maintenance
of an
overdli CPA of
at least 3.0.
is
MEMORANDUM
To: Dr. A.G. Sherwood.Chrmn. ?
From* David Ryeburn, Chairman
UGCC, Faculty of Science
?
UCSC, Mathematics
Re: Majors & Honors
?
Date: ?
September 20, 1982
Requirements
Recently a very good student
?
applied for
?
graduation with only two 400 division Mathematics courses but
with a third 400 division course in anotheL department.
?
He
pointed out to us that the calendar requirement for the B.Sc.
with a major in Mathematics reads (in part):
Mathematics Majors will be required to take at
least three 400 division courses, none of which
may be a
Directed Studies
or Honors Essay course.
In contrast, the requirement for the B.Sc. with honors in
Mathematics reads (in part)
Mathematics Honors students will be required to
take at least five 400 division Mathematics courses,
none of which may be a Directed Studies or Honors
Essay course.
When these
requirements were added
(1977), the intent was for the
three (or five) courses to be in Mathematics.
?
Interestingly
?
enough, the B.A. requirements for both majors and honors students
specify that the courses must be Mathematics
courses.
The Mathematics Department
would like to see this error
rectified in the 1983-84 calendar, by inserting the word
Mathematics between the words division and courses, in the B.Sc.
major requirements.
?
A careful reading of pages 178 and 487 of
the 1981-1982 calendar (before the existence of MACH courses) and
of pages 51 and 106 of the 1982-1983 calendar discloses that the
30 (or 50) hours must be MATH (198 1-82) , and MATH or MACN
(1982-1983) while the
three (or
five) 400 division courses, when
required to be anything, are required to be MATH (either
calendar). It can be argued that this editorial
change
in the
Registrar's office,
occurring
upon the
introduction of
MACM
courses, was incomplete, and that the three (or five) 400
division courses should be MATH or
MAClI.
?
(MATH 401 and 402 did
not suddenly
become unacceptable
upon being labelled MAClI.) ?
If
?
the Registrar's office agrees (and there Is reason to believe that
it will) then this further change(which would require a matchin,j
change in the H.A. requirements, for which there is not enough
time) will not be needed.
•)( '1'
SiMON FRASER UNIVERSITY
?
F ?
-
I
'.1
MIMOSANDUM
Dr.
Uncergraduate Curricuiwn
?
•çin
Coiunittee
Faculty
?
Science
&&bM&....
CKPT
COUR
SE
S
A
S
/. Y'9
..
.
DIVISION
MATHEMATICS COURSES
S
From
.Dr
....
Undergraduate Studies
Committee
P
.
g
.
tcflt
.
P.r. Mt.!ictic ?
.
Date
....
.
198.
On pages 50 and 106 of the 1982-1983 calendar, 01PT 103 and 105
appear
among
the courses Which may be used to satisfy
lower
division
course requirements for Mathematics majors and
honors students. The
course C
MPT
101 did not exist when this regulation was written. The
Mathematics Department wishes to add CMI'? 101 to the lists, to retain
Q4PT
103 on the lists, and to delete CM?? 105 from the
lists.
The
reason for adding 101 is obvious. The reason for removing
105 is that Only three
hours additional
credit are needed once
MATH
151,
152, 232, 242, 251, and 252 are taken, and O'IP? 105 cannot be taken
until after QIPT 101 or 103 is cwpleted. (Sane years ago, ctwr 105
could be taken without
taking
a progra
m
ming course first.)
Also
the
Department
recommends that the requirement of
CMT
103
be replaced by the requirement of either 04??
101 or QiPT 103,
in
the
optional
program
described in
the second column of page 106 of the
1982-1983 calendar.
4 -
^
y-
D. Ryeburn
DR/cu
cc: P. DcbucJ Administrative Assistant
to Dean of Science
.
S
SiMON FRASER UNIVERSITY
MEMORANDUM
c\eet'%y I.
?
t'Jov16R,
qg
.'.v:?n..............................
Registrar
Subject.....
MATH 151, 154, and 157
?
PPJPP()iJI$ITES
From ......
P.. .
?
' ....l!
9.1Jf!
...................
?
Undergraduate Studies Committee
Mathematics
•pç
p
•
tjpcpt ?
......
Date .......
....vet or 198.
.......
Here is our suggested rewording for the prerequisites for these courses.
Prerequisite: MATH 100-3. Students with grades of C or C+ in B.C.
?
&s.
Algebra 12 or its equivalent may take the MATH 100-3
course concurrently. Students with grades of B or A
in B.C. Algebra 12-or its equivalent are excused from
the MATH 100-3 requirement.
-
D. Ryehurfl
DR/cu
Iegistrar'.s Note: In the discussion held to the end of the November 2 meeting
attention was given to the "regulatory" provisions in the papers submitted through
Mathematics, and to the possibilities of using a "strongly advising or strongly
recommending" approach.
The statement above continues on the "regulatory" approach with some improvement
in wording. Mathematics, with support from the Faculty of Science, does not believe
that the "strongly advising" approach can be successful or is sufficient.
In the event a "strongly advising" approach were to be utilised a possible
wording follows:-
"Prerequisite: B.C. High School Algebra 12 (or equivalent) or MATH 100-3.
Students with grades of C or C+ in B.C. Algebra 12 or its equivalent are strongly
advised and expected to take the MATH 100-3 course concurrently, as the failure
rates of those with lower gradings in Algebra 12 are significantly high.
?
Students
with grades of B or A in B.C. Algebra 12 or its equivalent are excused from MATH
100-3."
Attention is drawn to the data which has been made available.
?
Apparently
some 25% of the students who obtain grades of C or C+ in Algebra 12-are successful
in the calculus course; some 75% are not successful.
?
The submission of June 11
from Analytical Studies indicates "It is clear from the data that successful
S ?
completion of MATH 100 is not a good basis for assuming successful completion of
calculus." ?
The submission from Mathematics dated July 21, 1982 indicates
"While a C in MATH .100 is no -guarantee of success in calculus, students with
C grades from MATH 100 who complete a Calculus I course are about twice as likely
to complete it successfully as are students with C grades in Algebra 12."
SiMON FRASER UNIVERSITY s
?
-
MEMORANDUM
upckake
s
it
From..J:...Y' ?
Nov. ?
I
L
To ....
..E
?
TEE
2'. ?
.rw
MTING-TUESDAY,NOVEMB.....1982
Subject
AGENDA ITEM 3a) - FACULTY OF SCIENCE
MATHEMATICS CHANGES - SCUS 82-41 (F.8
SEMATE COMMITTEE OF UNDERGRADUATE STUDIES
Date
..........
NbV
.
'
7.2
15)
Discussion on the above-mentioned item commenced at the SCUS
meeting of November 2, 1982.
?
It was agreed that the item was to be carried
forward for this next meeting. Additional data was to be provided.
For convenience a consolidated package is now distributed to you.
It consists of the following items:-
1.
F.82-15 which contains a memorandum dated July 21, 1982 Ryeburn/Sherwood.
It also contains data on MATH 151-3, 154-3, 157-3, 100-3.
?
As part
of that data it contains the suggested change in prerequisite wording,
as originally submitted by the Mathematics Department.
2.
For information - a copy of the extract from the 1982-83 Calendar covering
MATH 100-3, 151-3, 154-3, 157-3.
3.
A memorandum dated 3 November, 1982 Ryeburn/Evans.
?
This contains a
suggested rewording for the prerequisites, significantly different from the
1981-82 Calendar and paralleling the recent recommendations.
4.
A memorandum dated November 8, 1982 Chase/Evans providing information on
"mean grades" and "drop rates" in selecting first year undergraduate courses.
5.
Information provided earlier by Analytical Studies to Mathematics relative
to high school grades in mathematics/SFU grades in mathematics,and
SFU MATH 100 grades/calculus grades.
At the last meeting D. Ryeburn indicated that on Friday, November 6
he would be attending a meeting of the Mathematics Articulation groups involving
a number of other institutions and representatives.
?
He has informed me that at
that meeting there was indication of a number of colleges showing concern about
these types of problems and that a number would attempt to improve the situation
through the "strongly recommending" procedures.
?
Apparently neither UBC nor U.Vic
were sufficiently concerned to be initiating any particular actions on a broad
basis.
?
There apparently was some interest in the approach being contemplated by
Simon Fraser but I understand that there was not indication that other institutions
were preparing to follow suit.
I expect that Dr. Ryeburn will be able to speak to this in somewhat
greater detail.
V. ?
.
S1N FRASER UNIVERSI"Y
S
q J
á2 -
MIMOIANDUM
?
. i
?
F-
.....?r.•
A.G.
Sherwood, Chairman..
undergraduate (urrIculum Committee
Faculty of Science
PREREQUISITE CHANGES FOR t4ATH 151,
Sub.d
1
54
1
and
......
157,
AND RESULTIN.
CHANGES FOR MATH 100
From........
Undergraduate Studies Committee
ePxi!n.cn.....Mat em
?
s
Dat.......July 21, 1982
?
.
The Mathematics Department has been very concerned about the
high drop rates in our three Calculus! courses (MATH 151, 154 and
157),
and the low grades received by many students remaining in the courses.
The drop rates have increased, and the grades received have become
lower, in the last few years. Discussions with our colleagues at
other British Columbia universities and colleges have made it clear
that exactly the same thing is happening there too, and most of us
have come to the conclusion'thät the weakening of the high school
mathematics curriculum several years ago is responsible for much of
this.
Since it had been observed elsewhere
that
few students with C
or C+ grades in Algebra 12 were succeeding in Calculus courses, we
asked Analytical Studies to investigate whether such students were
having trouble with Calculus courses here. The statistics produced
by Analytical Studies show that while there.are some variations among
. ?
the three courses MATH
151, 154,
'and 157, and while there are some
variations from year to year over the last few years, two general
conclusions may be drawn: (i) A high percentage of students with C
or C+
grades
in B.C. Algebra 12 who complete MATH 151, 154, or 157
receive grades of D or F in their Calculus courses, and (ii) the
percentage has tended to increase as the years have gone by and has
become very large by the time we look at students who took Algebra 12
in 1981.
We also asked Analytical Studies to look at Calculus grades
versus MATH 100 grades. While a.0 in MATH 100 is no guarantee of
success in Calculus, students with C grades from MATH 100 who complete
a Calculus I course are about twice as likely tocomplete it success-
fully as are students with C grades in Algebra 12.
All, these observations support our desire to change the
prerequisites for the
'
Calculus I courses. Instead of allowing students
with C or C+ grades in Algebra 12 to take Calculus I with clear entry,
as has been the case, we now wish to recommend that such students
complete MATH 100 successfully first. However if such a student insists
on taking a Calculus I course immediately, we wish to allow that,
provided that the student also takes MATH 100 concurrently. (The logic
of this is that if the student finds that the Calculus course is tOO
difficult and drops it, at least the MATH 100 course may be continued,
and the student is ultimately only one semester behind, not two.)
Students with grades of 1) or P in Algebra 12 'would he required to take
o ?
MATH 100 before Calculus 1, not at the same time. (This is no change
from the present regulation, but we'd certainly like to see
it
enforced
more carefully. Almost all the students who manage to take a Calculus I
course despite a D or P in Algebra 12 do as
badly
as one would expect.)
/2
-2-
A slight change in the MATH 100 calendar entry is needed if
the Ca1cu1u.prerequisites are changed. The prohibition on concurrent
registration in P4ATII 100 and a Calculus I course, in the present
calendar, should be removed, as such concurrent registration is to be
demanded of those students with C or C+ grades
in
Algebra 12 who are
too much in a hurry to take the MATH 100 course before the Calculus T
course. Also the wording of the relationship with Algebra 12 needs
to be changed. ? *
Dr. D. Ryeburn, Chairman
Undergraduate Studies Committee
Mathematics
Department
DR/cu
4
y
/
JUL
r
MATH 151-3
Prerequisite MATH 100-3. Students with grades of C or C+ in B.C.
Algebra 12 or its equivalent may take the MATH 100-3
course concurrently. Students with grades of B or A
in B.C. Algebra 12 or its equivalent are excused from
the MATH 100-3 requiremelat.
?
Students
with credit for either MATH 154-3 or 157-3 (or
150-3) may not receive additional credit for
MATH 151-3.
MAP 1ç4-
Prerequisite: MATH 100-3. Students with grades of C or C4- in B.C.
Algebra 12 or its equivalent may take the MATH 100-3
course concurrently. Students with grades of B or A
in B.C. Algebra 12 or its equivalent are excused from
the MATH 100-3 requireméiat.'
?
Students
with credit for either MATH 151-3 or 157-3 (or
150-3) may not receive additional credit for
MATH 154-3.
MATH 157-3
Prerequisite: MATH 100-3. Students with grades of C or C+ in B.C.
Algebra 12 or its equivalent may take the MATH 100-3
course concurrently. Students with grades of B or A
in B.C. Algebra 12 or its equivalent are excused from
the MATH 100-3reguireme;at.
?
Students
with credit for either MATH 151-3 or 154-3 (or
. ?
150-3) may not receive additional credit for
MATH 157-3.
1)
-3 -
Prerequisites: ?
B.C. High School Algebra 11 a
Tsfon of the r)epartment. ?
This course may
?
not he taken for credit by students who alra.dy
hAv
o
credit
for
any course
for which this
course (or B.C.
High School
Algebra 1?
1 , is a
pre
requisi
te.
NOTE:
Students
will
not be permitted to
reqister
concurrently for MATH 100-3 and MATH 144-3.
Students with grades of C or C+ in B.C. High
School Algebra 12
(or equivalent) Intendina
tn
take MATH 151-3, 154-3, or 157-3 must
take !1PTH
100-3 concurrently or (preferably) before
attempting the Calculus courses. ?
Students
with
qrades of D or P in B.C. High
School
Algehr ?
1??
(or equivalent) intending to take MATH 151-3,
154-3 or 157-3 must take MATH 100-3 hf're
attempting the Calculus courses..
0
MATHEMATICS (MATH) FACULTY OF SCIENCE
See also courses listed under Mathematics/Computing Science (1CM).
?
j
Mathematics programs are listed on page 180.
MINIMUM GRADE REQUIREMENT
?
S
Students wishing to register for Mathematics courses must have obtained
•
grades of C- or better in prerequisite courses. Students will not normally be
permitted to enrol in any MATH course for which a D grade or lower was
obtained in any prerequisite.
?
. ?
.
7os.
Courses marked with an asterisk
('
I
are intended
to be
particularly accessi-
(
ble to students who are not specializing in Mathematics.
• MATH 100-3 Survey of College Mathematics
?
.
This course is designed for students with relatively weak mathematical back-
'— ?
i't
grounds. It will introduce them to applications of college mathematics and
'( ?
G!.
0.,
prepare them for MATH 151-3.154-3 or 157-3.
?
(3-0-1)
Prerequisites: ?
B. C. High School Algebra 11 or permission of the Department.
Students with B. C. High School Algebra 12, its equivalent, or any further
university level Mathematics
courses (with
the
exception of MATH 190-3
191-3), may not normally take this course for credit.
Nose: ?
Students will not be permitted to register
,
concurrently for MATH 100
and any of MATH 144, 151, 154, 157.
MATH
101-3 Introduction to Statistics
An introductory course in random variables and their distributions, estimating
and hypothesis testing.
?
. ?
(30-1)
Students
should have a reasonable degree of facility with the algebraic techni-
ques covered up to and including B.C. High School Grade 11.
S
t
uden
t
s with credit for ARC. 376-5, .8UEC 332-3 or MA TN 272-3 (formerly
MA TH.371 -3) may not subsequently receive credit for MA TN 1013.
MATH
144-3
Introduction to Pure Mathematics
The fundamental notions of modern Pure Mathematics (logic, sets, functions,
relations, etc.) are presented, and are applied in an investigationof the
"counting numbers" 1. 2, 3...
?
as an abstract axiomatic system. Other
applications as time permits.
?
. ?
.
?
(3-1-0)
Prerequisites:
?
B.C. High School Algebra 12; or MA TN 100-3, or permission
of the Department ?
.
Students with credit for
MA
TN 141-2 may not receive c$'edit for
MATH 144-3.
MATH 151-3 Calculus I
?
.
Real number, functions and graphs, conic sections, limits and continuity,
S
derivatives, techniques and applications of differentiation, trigonometric func-
tions, logarithms and exponentials. extrema, the mean value theorem:
........
..................(3-1-0)
Prerequisite: ?
B.C. High School Algebra 72 (or equivalent) or MA TN 100-3.
Students with 'other qualifications must consult an adviser in the Department
of Mathematics before they may be admitted to the course. Such students
may be required to study additional work prior to or concurrent with MATH
151-3. ?
. ?
. ?
. ?
.., ?
. ?
. ?
- ?
. ?
..
Students with credit for either MATH 154-3 or 757-3 (or .150-3) may not
receive credit for MATH 151-3.
MATH
152-3 Calculus II
Integrals, ?
techniques and applications
?
of integration, approximations.
sequences and series.
?
.
?
....1
5
0-31,
.. ?
..(3-1-0)
ulsrte:. MATH 151-3 or .154-3;. or MATH 157-3 (or
?
with a
,Stzxknts
psdeofAorB..
with credit
?
. ?
for
MA
....
TN
?
••.
.
1,55-39r.158-3
?
. ?
..
?
... ?
.. ?
may.
••.
not
?
receive
...
credit.. for
15Z3
?
.' ? . ?
.
?
. ?
.
MATH 154-3
Calculus I for the Biological Sciences ?
.
?
.
111is
course is designed for students specializing in the biological and medical
,.cnces. Topics include:
?
limits; growth rate and the derivative; logarithmic.
ponentiaI and trigonometric functions and their applications in population
study; optimization and approximation methods. .
?
. . . . ?
(310)
Prerequisite:
?
8 . High School Algebra 12 (or equivalent) or MA TN 700-3.
Students with other qualifications must consult an adviser in the
1thema tics Department be fore they may be admitted to the course.
Students with credit for either MATH 151-3 or 157-3 (or 750-3) may not
eive
credit for MA TN 154-3.
"MATH
155-3 Calculus II for the Biological Sciences
?
.
The integral and its applications; partial derivatives; differential equations and
twk
applications in ecology; mathematical models of biological processes.
(3-1-0)
J'twequisite: ?
MA
TN 151-3 or. 154-3; or MA TN 757-3 (or 150-3) with a
grade ofA or B.
Students
with credit for
MA
TN 152-3 or 158-3 may not receive credit for
S
MATH 155-3.
MATH
157-3 Calculus for Social Sciences I
introduction to those concepts of differential calculus that are of value in the
social sciences..
?
. ?
.
?
.
? . ?
. ?
(3-0-0
Prerequisite: ?
B. C. High School Algebra 12 for equivalent) or MA TN 700-3..
Stzwient
with credit for MATH 150-3 or 1513 or 154-3 may not recieve
. ?
S
aedit
for MATH 1573.
?
.
?
.
-
SiMON FRASER UNIVERSITY
?
MEMORANDUM
To..........
Mr. H. Eva
?
From ..........
.
.
r.Joh....hase, Director
Office of Analytical Stuaies
for
Subject ...... .Y.9e.
?
.. ?
9P. .
?
. . ?
Date........... ?
.8g
.
1982
select first year courses
At the request of Professor David Ryeburn and yourself, an analysis has
been undertaken of mean grades and drop rates in select first year
undergraduate courses.
The courses selected reflect those which satisfy one or more of the
following criteria:
a.
frequently taken by students in first semester of study, (i.e., no
pre-requisites, introduction to .., etc.)
b.
the course is a pre-requisite for further course work in the same
discipline.
C. ?
the 'course enrolment is sufficiently large to warrant the calculation
of mean grades for interdepartmental comparisons.
The mean grade is the average of the grades assigned to students taking
that course. The drop rate reflects the attrition in the course from enc of
third week to end of semester.
1981 Fall semester courses served as the basis for the' analysis.
For the information of'riiembers of SCUS, the mean graoe for all university
lower division undergraduate courses in the Fall semester 1981 was 2.64; the
corresponding mean grade for upper division courses was 2.8.1; the attrition
rate for all undergraduate courses, lower and upper division, was 13%.
JSC/gma
n
. AVERAGE GRADES AND OTOP.RA1ES FOR SELECTED FIRST YEAR CCIJRSES; FALL, 1981.
COURSE ?
MEAN DROP
GRADE RATE
ECON
101
2.0€
12
ENGL
101
2.66
11
ENGL
102
2.72
12
ENGL 103
2.73
11
ENGL 104
2.52
6
GEOG
111
2.15
19
WIST
101
2.42
10
FREN
151
2.71
16
PHIL
110
.2.27
11
SYC
101
2.78
14
. ?
S.A.
100
2.91 11
CR111 101
2.4S
ic
CMP'I 103
2.14
30
CMPI
105
2.55
11
KIN.
100
2.25
15
W.S.
100
2.9S
10
DISC 101
2.34
12
DISC
102
2_40
21
CHEN
104
2.17
15
- ?
) ?
MATH 151 1.73 19
-)
?
MATH
154
1.85 19
MATH
.
157
1.76
21
-7
PHYS
101 1.86
21
HYS 120
2.35
24
-10
le—,
SIM(JNFRASE1[
FIN
IVEIISI'rY
MEMORANDUM
To D.
.Jlyeburn, J. Cochran, J. Munro
I
from
Walter Sudmant
Analytical Studies
Subject
Relationship between Math grades
Date
May 17, 1982:..
and high school prerequisites.
The attached tables are an analysis of the relationship between
grades in first semester calculus courses at SF0 and high school
Algebra 12 grades (the prerequisite for calculus courses),
controlling for the year of high school graduation.
The data consist of course grades for all students completing
one of: MATH 351, MATH 154, MAT!! 157 along with the grades
obtained in Algebra 12 and the year of high school graduation for
the
years 1978-1981.
Each table shows
the distribution of
course grades for a
given high school grade for a particular course and year. For
example, referring to the first table:
1)
The top of the page shows that this table is for Math 151;
year of graduation ?
1978.
2)
The rows of the table correspond to the Algebra 12 grade
(1 0, 2 a
0,
2.5 -
C4, 3.0 13,
4.0
w
il).
The columns
correspond to the grade received in MATH 151.
3)
The 4 numbers in each cell are: the number in that cell;
the row percent, column percent and overall percent
occuring in the cell.
•
eg.
The row
labelled
h13.0N
shows that of all students
receiving a 3 ("B') grade in Algebra 12, 8.6% received
an A in Math 151, 20.41 received a B, etc. (+ and -
grades have been collapsed to simplify the table.)
Following the tables for the 4 different graduation years is a
table for all years. It should be noted that the data contained
in a table for a particular year is not data for any specificciass
or classes offered in that year, but a collection of all grades
achieved by students from a particular graduation year
?
(albeit
weighted most heavily by the classes offered immediately after the
graduation year), so that year to year changes in the data track
changes in high school achievement assuming difficulty and grading
in SF0 math courses remains constant.
.12
Im
..
?
-
?
.-.-
-.
.
I-
.
0
Following are some general observations arising from the tables:
1)
Students achieve grades in S1'U math courses which are
substantially lower than their Algebra 12 grades. In
most cases the "best guess" (i.e. most probable
grade) of SF0 math grade is one letter grade below
the Algebra 12 grade.
2)
Students with low Algebra 12 grades have on especially
high probability of receiving a D or F in SF0 Math.
e.g.-Of the students, with a "C" in Algebra 12 in 1981,
70% received a D or F in Math 154.
3)
Although no clear trends over the four years are
apparent in the data there is some evidence that high
school grades are increasing while achievement at SF0
declines:
MEAN GRADES BY YEAR OR HIGH SCHOOL GRADUATION
YEAR ?
1978 ?
1979
?
1980 ,
?
1981
Course.
0—
MAT!!
12
2.8
2.7
2.9
3.0
MATH
151
1.9
2.1
2.0
1.9
MATH
154
. ?
2.2
1.8
2.3
1.7
MATH
157.
2.3
2.1
2.2
2.0
4) The correlation co-efficient (Pearson Corr. Coeff.,)
between high school grade and university grade ranges
from .29 to .68. 'Predictor equations based on these
are available but the probabilities in the attached
tables might provide more meaningful information.
(Note: similar analyses of high school prerequisite relationships
to Chemistry, Physics and Math 101 will fol.low.)
({,/,qL•
WS/gma
or
