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TO ................................. Aberg; ... Qr ... s.Q.nat-Q ........................................... 

From

.............

Chairman 

..........................................1'Iathemati.c.s.. 

Department

...................................... 

Subject

................................................................... ........ ..... ....................... ................ . 

Date

..............

January.,.6

..... 

19.72

.......................................................... 

The Psychology Department is proposing as part of its calendar 

change to alter the prerequisite of Mathematics 101-3 for Psychology 

210-3 to simply a recommended status. 

?

I am attaching to this memo a 

syllabus for Psychology 210 which has been distributed to students for 

the offering this Spring semester. (it appears from this, incidentally, 

that the Mathematics 101 prerequisite has already been dropped in 

advance of Senate's permission.) 

?

It can be seen from this syllabus 

that the material presented in Psychology 210 now almost exactly 

coincides with that presented in Mathematics 101 - only the material in 

part four of the course description is not contained. 

The original concept for Statistics courses in the University 

was that the basic material would be presented in Mathematics 101,to 

be followed by courses of applications mounted by the Departments 

• ? 

concerned which would use the Mathematics course as a prerequisite. 

The change in calendar entry proposed by the Psychology Department 

would completely alter this concept and would result in an absurd 

duplication of material. This much is clear when one considers the 

course description. There is no question that Psychology 210 would 

have almost total overlap with Mathematics 101 if Senate were to approve 

this change. 

Perhaps I should add that at no time has the Psychology Depart- 

ment discussed this change with the Mathematics Department and at no time 

have they advised us of any complaints against the way in which Mathema- 

tics 101 is taught. We have, on a number of occasions, sought the 

advice of the Departments whose students take this course, with very 

little response. Our own sampling of the students enrolled in the 

course (about 90% of whom are non Mathematicians) indicates that they 

are reasonably satisfied with its contents. 

R.W. Lardner 

RWL/ s e s 

•

?

.        . ? 

. Instructor: 

?

C. Crawford ? 

Sprfng, 

1972

Text:.. ? 

.Fergu..on,•G. A. 

?

Statistical analysis in 

?

_psychology 

and

educatiâ'. ? 

3rd Ed. New York, McGraw-Hill, 1971. - 

Prerequisite ? 

None 

Description 

Covers basic descriptive aid inferential techniques nost appropriately 

applied , 

to the various forms of psychological data. 

Part 

One ? 

Introduction to statistics. 

The nature of statistics, uses and abuses of statistics, statistics 

and htan variation, snaking decisions in the face of uucertainty. 

Reading ? 

Ferguson, Ch 

?

1.

• ? 

•. 

Part 

Ttio. ? 

Descriptive statistics. 

?

. ?

. ?

. .

Simple ir 

?

tsuetnent theory, decriztiv2 techniques for increasing 

the

understanU.ng of psychological thta. 

Reading ? 

Ferguson, Ch. 2, 3, 4 and 25 

'.

Part Three. ? 

Elenentary probability.. 

?

. ?

.

?

. .. 

?

.

?

.

?

..

Elementary probability theory with emphasis on the normal 

Reading: ? 

Ferguson, Ch. 5 and 6. 

Part 

Four. ? 

Correlation and prediction. 

TechniqL 

e. for describing the degree o. 

?

relationship between variabi a 

and for predicting scores on one variable from scores on another variable. 

Reading: ? 

Ferguson, Cit. 7, 8 and parts of 21. 

-p

• ? •

• ?

• ?

2. ? •

Part

Five. 

M3king inferences from-observed data, sampling, estimation, 

tests of 

significance. 

Reading: Ferguson, Ch. 9, 10, 11, parts of 12. 

Part Six. 

Introduction to the design of experiments (If time permits). 

SiMON FRASER UNLVERSITY

Fo^

^

v4

3

writing to 

you concerning the memo from Dr. R.W. Lardner, 

Chairman,

Department of 

Mathematics, to 

Dr.

R.G. Wilson, Academic Vice- 

President, protesting

the

dropping of mathematics 101-3 as the

pre- 

requisite for Psychology 210-3. 

As you may recall the primary reasons for this decision

were

that:

The Psych. 210 instructors believed that dropping the

Math. 101 prerequisite would not essentially 1o7er the level of Psych.210.

The department wished to encourage our students to take

courses from Science departments other 

than

mathematics and therefore

decided to treat all introductory science courses the same. 

•

The level df

Psych. 210 has not been changed

by the dropping of

the prerequisite. A comparison of the 1967, 1968, and 1972 course out-

lines indicates that neither the text nor the. sections

studied have been

changed as a result

of

the dropping of the prerequisite. The course,

as it has been taught and as it will continue to he taught is an intro-

duction to data analysis in psychology and not

an

introductory course

in statistics. It differs from an introductory course in statistics in

several ways,

1. A',- 

.much smaller amount of time is devoted to probability. 

.2. A larger amount of time is devoted to correlation and reg 

CZ

ression. 

'A much larger amount of time is devoted to measurement problems.

A much larger amount of time

is devoted to problems of 

experimental design, and

5.

A much larger amount of time is devoted to the analysis of 

psychological data 

?

.

than in an introductory statistics course. The instructors of 

Psych.

210

have found that our students find understanding the a

p plication of elementary

statistical concepts to ps

chological data quite difficult and the content

and organization of the course reflect this fact.

Dr. A.L. Diamond 

Page 2 

The fact that the department recommends that psychology students take 

Math. 101 (sec 1972-1973 proposed psychology calendar entry) indicates 

that Psych. 210 is not considered to be an introductory statistics 

course. 

• As you know the department has always encouraged its under- 

graduates to take science courses. When the department recommended 

dropping the Math. 101 prerequisite it believed that: 

1. Many students would 

continue

to take Math. 101 (it is a 

recommended course). 

•

?

2. Students who did not take it might take another more 

useful and 

interesting (

for them) science course. 

In conclusion, then, dropping Math. 101 as a prerequisite for 

Psych. 210 will neither lower the level of the course nor increase 

its overlap with Math. 101. It will make undergraduate 

prograrnming 

more flexible and may encourage psychology majors to take other science 

courses. 

..

CBC : 

g f

cc:

P.W. Ladner 

B.C. Wilson 

I,

- ?

Lt) ?

C ?

t ?

A discu7,sllori o F t

Otter Varieties of Corrciatci

j.,.,ar1 ental

si ? -

An j

troct Lan to the basic lde:s in e

,!ratits tue anzalys)S of coarncc, prLtal and multiple

correlatica ?

t3tS of mersurari2nt may b

— ?

I ?

C' ?

1 ?

2 ?

3 ?

5 ?

tcz ?

1 ?

Final

PSYCHOLOGY 210 - DMA ALYSIS 

'Instructor: 

?

C

?

Crnford ? 

-

?

Spring, 1972 

al

Text ? 

Feguon, C 

?

A

?

Statistical aysis 

?

psychology 

and

ecucet1on ? 

3rd Ed. New York, licGra 

?_

llh11 

?

1971

/

PCi3iL site ? 

None 

Description- 

Cove y 

s ba ic descriptive and inferential techniquesmost appropriately 

applied to the various forrs of psychological date 

5-,

P' rt One 

?

Introduction to statistics 

The nature of statistics, uses and abuses of statistics, statistics 

and hinrin vat ietion 

?

na 1 

ing decisions in the face of urcerte1nty. 

Readin g 

:Ferguson, Ch 

?

1

Part Two 

?

Descriptive statistics 

Sirtple xneasiremcnt theory, descriptive techniques for increasing 

the tnderstcing of psychological data 

Readit ? 

Ferguson, Ch 

?

2, 3, 4 and 25 

Part Three 

?

Elementary probobility. 

Elementary probability theory with emp'sis on the normal 

curve 

Ferguson, Ch 

?

5 and 6 

Part Four. 

?

Correlation and prediction 

Techniqus for describing the degree o. relationship betwcn variab1s 

- axid for predicting scores on one variable from scores on another variable. 

Reading: ? 

Ferguson, Ch. 

?

7, ? 

8 and parts of 21. 

? - - - 

(,d

-

/

2

Part Five 

?

inf:rences fro'i o1srved data, sampling, estimation, 

tests or sj,nificce 

Redi ? 

Ferguson, Ch 

9,

10, 11, parts of 12 

• ? 

•

Part Six. 

?

Intrduction to 

the

design of experiment(If time permits). 

Ferguson, Ch 

14

and 15 ? 

-

/

Labs ? 

The two hour weekly 

labs will be devoted to problems in the analysis 

of psychological data 

CD ?

0.0

ppi

? -

•00

FtC)

CD-

riP.

...

PlO

P3oO

SiMON FRASER UNIVERSITY

(Formerly S-71-135) 

•

MIMORANDUM

I

?

SENATE 

?

From

CURRICULUM AND CALENDAR CHANGES 

Subjec$

-

DEPARTMFNT OF PSYCHOLOGY

MOTION: ? 

"That Senate approve, as set forth in S.72-13 a, b: 

a) New Courses ? 

b) Discontinuance of Courses 

Psych 302- 

?

Psych 220 . 

- (renumbered) 

Psych 303- 

?

Psych 230- (renumbered) 

Psych 304- 

?

Psych 240- (renumbered) 

Psych 411-5 

c)

Changes in prerequisites and requirements as set forth 

on Page 1. 

d)

Changes in titles: Psych 101, Psych 385, Psych 485, 

Psych 401, Psych 410, following technicalities dis- 

cussed with Registrar. 

e)

The calendar entry, Pages 4-11." 

SiMON FRASER UNIVERSITY

-S

7 / -- 13

?

• ?

MEMORANDUM

?

To.

?

.

?

H. M. Evan , .eg 

,

r

,

,.

?

From ?

Dr A. 

...................$,ry .Q 

. fSe 

?

.................. .Pepartmentf Psychology 

Subject.........

?

.

Y.

S.7113.................. 

Date

..........................ember?.2 .1971 

With reference to my memorandum of December 

15,

1971 indicating 

our desire to resubmit our proposed curriculum and calendar changes, I 

would like to expand somewhat on the reasons for resubmission at this 

time. There are three reasons: 

1.

There was discussion in Senate concerning the deletion of Psychology 

courses 220, 230 and 240 as requirements for Majors and Honors. 

Information, which was not at that time available to Senate, should 

perhaps now be considered. This information is taken from a repre- 

sentative sample of 

psychology departments in universities across 

the Provinces of Canada. Of all these departments, the Psychology 

?

. ?

Department at Simon Fraser University has the greatest number of 

required courses at the present time. In fact, the present SFU 

Psychology Calendar requires more than twice as many courses as 

required by the "median" department in the sample. 

The new program suggested in the submission S 

.

71-135 suggests 

5

required courses. Only 3 other Canadian universities out of the 

sample of 

presently have 

5

or more required courses for their 

Majors or Honors students. On the other hand, some of the better- 

known universities have requirements well below median; for example, 

U.B.C. has 2, McMaster has 1, University of Toronto, 1, and McGill, 2 

required courses for Psychology Majors. 

With respect to courses equivalent to our 220, 230 and 

211.0, 

17 out 

of the 19 universities do not require these particular courses. 

The suggestion of the SFU Psychology Department therefore to change 

these courses from required to elective courses seems to be in keep- 

ing with the times, and, further, the total number of requirements 

is still high compared to other universities in Canada. 

2.

With respect to the re-numbering of Psychology 220, 230 and 240 to 

the 300 level, the Psychology Department felt that these courses 

were being taught at the level of 300-level courses. This, of 

course, is a qualitative judgment and was made as the best judgment 

?

• ? 

of the Department. It should be noted, however, that re-numbering 

of these courses was not a critical aspect of the program's revision, 

should Senate feel for reasons of its own that this re-numbering 

should not take place. 

II. M. Evans, Registrar, 

.;ecretary of Senate 

?

-2- ? 

December 22, 1911 

3.

?

Since the submission was withdrawn before it was fully considered, 

the remainder of the calendar modifications suggested in 3.11-135 

intended to make the program an up-to-date Psychology offering 

should also be considered by Senate. 

ALD:js 

cc: Dean D. H. Sullivan 

[]

.

SiMON FRASER UNIVERSITY

MEMORANDUM ?

Vharry M. Evans, 

Registrar, ? 

.

From ?

Dr. A. L. Diamond, Acting Chairman 

Senate ? 

. ?

Department ...°$Y. 

..................... 

Subject....

?

Date ?

15.

.9.P-...................................

With reference to our telephone conversation and your 

memorandum of December 9th, 

1971, 

on behalf of the Department of Psychology, 

I would like to resubmit our proposed curriculum and calendar changes 

exactly as submitted before. The reason for the resubmission of our pro- 

posal has to do with the fact that the Department had not anticipated the 

questions that Senate brought forward in the last submission, and it is 

felt that information relevant to these questions, which had not been 

available to Senate before, should now be presented along with the submission. 

In this respect, I would like to request that a number of 

individuals from the Department be allowed to attend the Senate Meeting 

in order to offer explanation concerning these questions. 

ALD:Js 

SiMON

FRASER

ek CO/1 4- 

UNIVER1T

h t

S.71-13-50L-

-S

MMQUANUUM

To

?

SENATE 

?

From

SENATE COMMITTEEON UNDERGRADUATE STUDIES 

Date DECEMBER 2, 1971 

Sti bjoci_ 

CURRICULUMANDCALENDARCHANGES - 

DEPARTMENT OF PSYCHOLOGY 

The Senate Committee on Undergraduate Studies approved 

the submission of the Department of Psychology as set forth in 

SCUS 71-23 and recommends approval to Senate. 

a

a

-'

?

SiMON FRASER UN! RSIlm

7/. /

3S•

MIMOLV4DUM

/y,

To

?

SENATE 

From

5jb.rj

CURRICULUM AND CALENDAR CHANGES ...... 

Date... NOVEMBER 18, 

1.9.7.1

DEPARTMENT OF PSYCHOLOGY 

MOTION: ? 

"That Senate approve, as set forth in S.71-135 

a) New Courses ? 

b) Discontinuance of Courses 

Psych 302- 

?

Psych 220- (renumbered) 

Psych 303- 

?

Psych 230- (renumbered) 

Psych 304- 

?

Psych 240- (renumbered)? 

Psych 411-5 

c)

Changes in prerequisites and requirements as set forth 

on Page 1. 

d)

Changes in titles: Psych 101, Psych 385, Psych 485, 

Psych 401, Psych 410, following technicalities dis- 

cussed with Registrar. 

e)

The calendar entry, Pages 4-11." 

C_J

?/-3

F.

71-6

Calendar Changes 

?

DEPARTMENT OF PSYCHOLOGY 

At its meeting of October lLe, 

1971,

the Faculty of 

Arts Curriculum Committee approved the 

1972-73

Undergraduate 

Calendar Submission for the Department of Psychology. 

The justification for the changes as submitted by the 

Department of Psychology is outlined below. 

The Psychology Department has approved a number of changes recommended 

by its Undergraduate Studies Committee. The effect of these changes is 

to allow the student a wider range of freedom in the selection of the courses 

constituting the Major or Honors curriculum. 

These changes required re-writing of the calendar entry. The re-written 

calendar entry was presented to the department and the entry as submitted 

has been approved. 

The following are the changes reflected in the new calendar entry: 

I. Course number changes - Psychology 220, 230 and 240 have been 

. ?

raised to the 300 level and are now numbered 

Psychology 302, 303, and 304 respectively. 

Covered in New Course statement. 

Rationale: It is felt that there is no real difference in the level of 

these 200 level courses as compared with the level of the 300 level courses. 

2.

Requirements for Majors and Honors - a. Psychology 302, 303 and 304 

(formerly 220, 230 and 240) are no longer re- 

quired courses for Majors and Honors. 

Rationale: Students are allowed greater flexibility in choice of courses 

at the 300 level. 

b. The requirement that Honors 

students take 18 hours of Psychology in their 

first four semesters is dropped. 

Rationale: Many students, especially those making late choices of Honors 

found this restrictive. 

3.

Changes in prerequisites - a. For 300 level courses where the pre- 

requisite has been 201-3 the prerequisite has 

been change4to 101-3. 

•

?

?

Rationale: This is designed to make these courses more accessible to 

?

non-majors. 

b. Psychology 210-3 change from "Prerequisite: 

Mathematics 101-3" to "Recommended: Mathematics 

101-3". 

4.

Course title changes - 

?

a. Psych 101-3 - change from Historical 

Foundations of Contemporary Psychology to 

Introductory 

Psycho logy. 

.

Rationale: This is equivalent to what is generally taught in courses 

entitled Introductory Psychology. 

b. Psych 385-3 and 485-5 change from 

?

Comparative Psychology to Animal Behaviour. 

Rationale: This is to conform to contemporary usage in this field. 

Psychology 401-5 Systems of Psychology- 

change to History and Systems. 

Rationale: To conform to usage at other universities. 

d. Psychology 410-5 Research Design - 

"Research Design" is changed to Research 

Design I. 

Rationale: Because 

new course 411-5 Research Design II is being added. 

5.

New course - 

A new course Psychology 411-5 Research Design II is 

being added. This is described in New Course 

form. 

6.

Other changes - minor and editorial - 

P. 173, e. 7-8 omit "at least two of Psychology 220-3, 230-3, 

240-3." 

P. 173; e. 9-11 change to "Majors must take Psychology 210-3 by the 

?

end of the fourth level." 

P. 173, e. 30-31 omit "a minimum of 18 credits.-..1 four levels 

and" 

P. 173, e. 33-34 omit "Psychology 101-3 and.... subsequent courses, 

and" 

P. 173, 

e. 35 ? 

omit "must be taken" 

P. 173, 

e. 36-37 omit "220-3, 230-3, 240-3" 

P. 174, 

e. 5 ? 

change "Language Other than English" to 

"Preparation for Possible Graduate Study in 

Psychology" 

-3-

P. 174, e.6 Place a number 2. befi 

2. is preceded by "1. 

2. is followed by 113. 

(see revised calendar 

re "Many graduate. ...... 

It is strongly advised..... 

Early Consultation...... 

text). 

P. 174, 

e.10 ? 

changes have been made in "Suggested Sequence 

for First Four Levels" to conform to other changes 

made. 

P. 175, 

302-3 Learning (formerly 220-3) - add "Students 

who have already taken Psychology 

220-3 

may not take this courser., 

fd.e

303-3 Perception (formerly 230-3) add "Students 

who have already taken Psychology 230-3 

may not take this courser., 

?

j,L

304-3 Motivation (formerly 240-3) - add "Students 

who have already taken Psychology 240-3 may 

not take this coursefoi_ 

P. 175, last line 

305-3 add "and scale" between test and construction. 

P. 176, 

e. 1-2 

?

place period after applied and omit "with 

special reference to assessment of academic achieve- 

ment." 

P. 179, e.3 replace 

11

200-and300-" by "lower" 

P 179 Move 410-5 out of Upper Level Seminars so that it follows 

immediately after 401-5. Course description 

added for 410-5. New course 411-5 will follow 

directly after 410-5. 

Minor changes in prerequisites for consistency with other changes made. 

P. Bakan. 

PB/ns 

('iul:.t ?

(1uireI,e1IL::

It r 

ftrjOrS

St

II(1(TI( ?

t:1,o p1 a n to Study Psycho logy imis t olitaiii 

CIC(11

t:

for

eour;'s Ii. ; 

(d

ler a m'jor at least 30 credits in upper level Psychology cotlj:ses must h'

t Lti d' I ng the last:

/ i

levels.

ioqu red for the general. progr

mn wl th a major in Psycho logy immis I. inc 1 t'dc

I!;ymlIl)logy 101-3; 201-3; 210-3; 401-5.

fl:ijim ?

mw;t: take Psychology 210-3 by the end of the four Iii level.

Thc

instructor may permit advanced students from other programs

to take certau 

tiv.ttmtil

cotir.-ws without the normal prerequisites.

ooi

who contemplate undertaking an 1-lonor s program in the

Deliar bient 

11M.

, ;

1.1 out

an

application form requesting entry into the program. This form is

(hI ;ii

11:11)10

from time DparLnmnta1 office. The

qualifications 

for admission to

the

I'i ' r program are

Completion of 60 semester hours of University course vork wiLh a ct'mulativ

grade point average of not less than 3.0.

Cii"pletion of at least 18 hours of course work in Psychology with n

overall 

overagm of not less than 3.0 in these courses.

II. ?

Coi'I

.111111

fl;;

yo rc ,na

in

in (lie Honors Program in Psychology, the student must b.ainti in a

(mIlmillat I

t nll-Univcr.ity 

grade point average of not less than 3.0.

;. ?

i-all. rcpiircmenta

To (jtwhify for time Honors degree

Psychology the student must: have completed

() credits iii upper level. Psychology or approved related courses during the

last 

four Jmve in.

$tm'denl ;

taking 

honors in Psychology must

take Psychology 

210-3 by the end of

level

Il.

SpecJ f ie couin in psychology must include 101-3, 201-3, 401-5; at least t'.'

mmii:,r; (exclusive of 401-5,

and

Directed Studies

courses). Honors students 

are :m I.'.o required to take at least one Science course (oilier than Math 101)

carrying 

3 or muc'iv crccii I houru;. If taken during the last 4 levels, this c

urse way b3 ceuntcd

tiiII('iI'

lu 12 Imourr;

in ''related courses" that

may

incliidtl in 

the 50

reqtdrcJ 

aers 

A nuin:hc'r of cou:ses in other Departments have relevance to certain areas o

)';ycIilo,y. IIoumor; and Majors in Psychology are urged to prepare themselves broadly

by tvklim:: additional courses

the

Faculties of 

Arts,

Science 

and Education, as

r(commr nikd by

their 

advisors.

I ?

1mc1i'i

i(1iICiIt-

(fl

For po;Jble graduate study in Psychology

I. nt ron1.y aclv'J.aed th;it: the following courses he

taken: Psychology 

•

10' 3, 

303- . 3 and 3O4-3.

____- ?

- _-

2-

-----•

--

2.

?

e.'fly

dtiL• schools require 

OflC )r0 icC'fl(y

in

?

I

LC 0

licr 

)-:ile, Li sh. 

?

Those who Coll iempla to gradu.-. :c ? 

iud:L- in J'syciio icy t;o 

Including langtla3c courses other than English in their pro-rain. 

J. inrly consultation with departmental advisors is suggested. 

Su(-bLCd Sequence for First Four Levels 

Typical Program for Majors and Honors in Psychology 

Courses 

?

1 ?

Psychology 101-3 and one oilier 100 level course. 

?

2 ?

Psychology 201-3 

?

Psychology

210-3 

?

4 ?

. ?

Two Psychology courses at the 300 level * 

Typical Program for Majors and Honors Starting 

Psychology in Level

3

.........--...--.

..............

3 ?

Psychology 101-3, 201-3 

4 ?

Psychology 210-3 and two 300 level courses. * 

* Students are reminded that 300 division courses taken during the 

first 60 hours 

credit will not 

fulfill

upper level requirements. 

(Ref. Requirements for the B.A. Degree, page 78). 

Description of Courses 

101-3 Introductory Psychology 

Acquaints the student with the major problems in contemporary psychology and 

Ole historical antecedents. Special reference is made to classical siuJ:es 

ignificnnt experiments. The cot 

?

provides an integrated perspective to the 

1.rLy

aspects of psychology. Required of all majors. 

(2-1-0) 

105-3 J)iffercnhiaj. Psychology 

A c0,:; t).-aijon of the bases for individual differences in learning, perrormnc, 

pc-rsi.iJi.ty, and social behaviour. Some attention is given to the assessment and 

in1c,iiieLarjon of ti se differences. 

4 0

Social Issues 

?

(2-1-0) 

Relat.cc contcIporar) lcnow1d 

g

e from psychology to current social prob1e;. The 

provides relevant information from studies pertaining to problems of ? 

tiiue (V¼:'- 

rncnt, prejudice, race relations, and cultural cliffcrencos. 

(2-1-0) 

'i()

-3

i'ycho J

i cal i'c t.

in l'iforiiiuce

A (oil I tilIa

Fi. 1

ry accoutit of factors which influence human per forinanc , foc

I,;,.C.

ptub

I 'iiu; ie la Led to human engineering, job training, won; efficiency iid coll::l,,: ,

180-3 Brain and Behriv jour

A g('nerai introduction to the role of the central nervotu.; system in uiic1crtandin

soinc' of the iuot important phenomena of behaviour and

experience.

Considers soch

quest ions as the physio Ioica 1 basis of memory

storage; 

the notiropliysi ologica I

tn'ngc

r, thirst, sex drives, sleep, dreaming and emotional

reactiomir.

As a

mimi

jm:

ha c hruund, the student should have had at least one high school or un I vr sit)' cout '

in 1io1agy. This course is intended for non-Psychology majors.

(2-1-0)

201

Cc iicra I )';xjicriiiacnta J. Psychology

Considers prob leums

research and exper imnent:nt ion with i 11w; trati ons

front tlic

mila iou area i; of psychology. Topics include formulation of testable questions; cont-jol

or ci imi.iuttion of extraneous influences; measurement of effects; evaluation of restil i

choice of variables which most appropriately represent the concepts under s tmidy

Inst rumen tation.

(2-0-2)

- ?

l'iircquisit.c: Psychology 101-3.

• 210

Data Analysis in Psychology

Covers basic descriptive and inferential techhi.que s most approprIate I)' app I i.e d

to I

various forms 'of data from psychological research. Must. be completed by majors :',i.l

honors before the end of Level 4.

I( coi m;ndec1: Math 1,01-3. ?

(2-0-2)

302-3 Learning

c'mid it inos , principles, and theories of learning.

Consideration of the acqui 

t i cii

and extinction of behaviour.

I'i'e

rcqmu s te : Psychology 101-3.

(2-04)

Students who have already taken Psych

220-3 may

not take this coursefo..

303-3 Perception

Conditions, principles, and theories of perception. ' Consideration of the apprehen.i'_

not take this coursef.-

30 !

. 3 Moti.vnticn'i

(:,nr1i I

lois, pri.ncipl :'s and theories

t:ion of behaviour.

Animal

and human dat em and I h(

of riativa tinim art consI dered.

(7..(J..7)

Pici (quisi t'e : I'sych logy 101-3.

;ttidcnts who have already tei!;en Psych

240-3 may

not take thiscrnirsef.-

f._i

30" -3 Icr; I C.n; Ir

(iou

C'w;idcrs purposes of

testiilg.

Basic principles of test and scale construcLi.o; ;rc

I llU!d

iaI.ed and applied. Advantages and limitations of different types of questions,

mc'tlnnls of il:cii, analysis, and item specifications required for effective iii'.surciic;t

I(O.ti'.IId'(1: A prior course in statistics.

310-5 Theory of Measurement

Pt;tls willi basic problems in the quantification of psychological variables.

jh-'oretical formulations of the concepts of reliability and validity, and the

applicability of these formulations to experimental and observational data. Imp h-

cat.Jons of measurement theory for the design of experiments and studie

, and int.ro•

duciJn

to contemporary methods In different content areas.

(3-0-2)

l'rercqu:tsitc;s:

p sychology 101-3 and 210-3.

315-3 furvey Design and Sampling Methods in Social Science

Considers theory and methods of survey and sample design in social science. Delr

with ;c].cction of population elements included in a sample, estimation of sample

8ttt(i(Ics, identification and reduction of selection bias and non-sampliiig ercor,

relative efficiency of alternative designs, and ca1uation of limits of inference

and flppJi.C(tbility of sample results with specific reference to problems in social

science.

Prcrq

'uisitcs: Psychology 101-3 and Psychology 210-3 or equivalent. (2-0-2)

320-3 Cognitive Processes

Deals

%Ji

th mc;t.hod and theory relevant to thinking and related processes. Inclt'des

and

I ic : Psychology 101-3.

(2-0-2)

32-3

Memory and ConcloL1s Content

Exwntnitlon of the phenomena of memory and the retention and reproduction of conscious

content. Considers the conditionc and principles of retention and recall in slicri and

long term memory.

Pnieqtii ;ite : Psychology 101-3.

(2-0-2)

330-3 sJ.uiatj.,,i

Perception

((ltIRJd(r5

perception in the context of complex situations and includes cons ithrarion

perception and perception

IIIm

'crs

the capabilities of the sensory

system,

and the sensor)' 1cs of experi eilc:c

•

h vtki:cnce to the characteristics of stimuli, the receptor mechanisms,

the ••

t VflStI1i

ssiofl, and the concomitant neurophysio log:ical prOCesSe.s. Con:; :tci -

i .,: i I

.:-x ,

given to the problems of response indicators and the inecsureiuent Of

lY iti;gl J_ tUCk' 3.

en the elaboration and evaluation of theoretical and research modc Is. Pea I

probIci

l ifl

Ciefinil

ion and classiLlcaticn of pa tho logical. behaviour;

idcll

t liCa 1.1 OP

meiticc'ii:cflt

of relevant variables; problems of research design; factors jnv

red

in the dcvc lopmeiit of specific s)lTlptolns; considerations of outcomes of therapy.

1i'ere

luisirc: Psychology 101-3.

(2-0-2)

cc'r::'nded: Psychology 304-3.

3/:5-3 reeling and Emotion

Confiders

the

conditions, principles, and theories of the experiential and heivie::i

aspects of feeling and emotion as these relate to motivation, learning, pc'rcept:'on,

per sonLl lity, psychosomatics, 

and social behaviour.

Prerequisite: Psychology 101-3.

(2-0-2)

347-3 Motivation and Work

sConsiders requirements of a theory of motivation adequate for continuing, ]or-er'

IjtU;!IJUSS

having tt

i calt

demands as exemplified by the world of work. J-;c'gi.ns with

ci. r.sifJLatiollof occupations followed by study of the motivational

sigrtificncc

occuaLi.enai choice in relation to individual differences, satisfaction, per for.anc:e,

terk d:':'allds, intentions, expectations, commitment of effort, initial, personal va)'1e;

and changes in values as a function of task experience.

J'rc:requiitc: Psychology 101-3.

(2-0-2)

351-3 Child Psychology

Considers the physical and psychological aspects of human clevelopmnt, estph.n

those environmental and biological factors that affect the couve of dovelopn:'.'nt.

Prerequisite: Psychology 101-3. ?

(2..0-2)?

tt:1nt who have already taken Psychology 350-3 may not take this course.

355-3

Psychology

'J'h'

of Adolescence and Youth

rs )u:iiriri dove lc;mnt froill the end of chi lahood to the bc'ginni ug o. thr' acl;m

from a bio-ocia 1 point of view. Inc lucic.c1 among the topics are .ycloi.cri

cc; of sexual m:turation, choice of vocation and marriage porhmer, efftcs of

in the gang 

and youth orgPnization,

cultural variaLi:':s in the p t

o r

itt:'

StELt ifi ('at i.oit, role

::t( irtil,

l:nmgim;gc,

pc'rsonal:i.1y and society,

attitudes, group

(:- ?

:5-3

I i:

ti'

lh'1hvi.our from a linuis

tic

point of view to provide tin :i ) ert Ld

,.t ?

t'Ii.i:; of both structural and functional aspects. 

?

Includedtiun 

?

i!:

...it)

ic

fi

rst. lai uagc' acquisi t ion, second lanellilgC 1eani iq arid hi J.inw I i 

.

I n;tii 

ic rc ].nt ivi m, speech dicorder.;, and social do terminant; of 51)CC'Ch 

it c 

?

Psychology 101-3, and 

English

111-3 or 

212-3. ? 

(2-

0-2) 

biuguistics 220-3. 

310•3 

T1u.ores of Pcrionality 

EN.1IIiIIaL

ion of Concepts used in the study of personality. Emphasis wi]1 bc 

Oil

rori:::.J 

r:iIitr than abnormal behaviour and particular attention will be paid to cxpc'.rinnI 

of pcsonality variables. 

Prerequisite: Psychology 101-3. 

?

(2-0-2) 

380-3 Pliysth 1oica]. Psychology 

t:i

The

Lh o..ie 

iyioJ.oc,ica1 

conideration 

bases 

of

of

the

behaviour 

behaviour 

and

and

experience. 

physiological. 

Emphasis

functioning

on the humi 

lc ' 

Ot.ii.

Ll- tl

PLOFCCjUjSjtc:

Psychology 101-3 

?

(2-0-2) 

Rccoien.cd: Biology courses in Physiology or Genetics. 

365-3 Animal Behaviour 

• ? 

Ccii:;:lrs sycho].ogica]. processes across infra-human species, and includes co .dcrt ii 

of

tliq 110111:0-physiological

bases and the description and analysis of behaviour 

;u;

LU&.S

relate to the studs of human bhavióur. 

Prerequisite: Psychology 101-3. 

?

(2-0-2) 

Re Coiav. ittc' d : Biology 1.01-4, 102-4. 

601

-5

I1story and Systems 

o

il s

the historical schools and contemporary theoretical systems of p5ycholoy. 

t:t aii is

given to model and theory construction and the logical and cxperirnL:1 

coil st('Flcy of the various systems. Required of all, honors and majors. 

Prcv<quisi te: Psychology 201-3 and permission of the instructor. 

?

(0-5-0) 

410-5 Research Design I 

Reviews the basic logic-of controlled experimentation, and focuses on analysis of 

variance designs commonly used in psychological research. Particular em 

p hasis is 

given to the relative merits of the 

several 

designs when there are multiple 

research questions to be answered. 

?

(0-5-0) 

Prerequisite: Psychology 201-3 and 210-3. 

411-5 Research Design II 

Focuses on multivariate 

regression 

and correlation models. Deals with wa 

y

s of 

answering questions when direct experimental manipulation is not feasible, and 

demonstrates the utility of the principles 

involved for 

solving problems other 

than those for which they 

were first proposed. 

?

(0-5-0) 

Prerequisite: Psychology 201-3 and 210-3. 

Recommended: 

?

Psychology 410-5. 

Up I'' r I eVe 1. Scmtnar s 

The seminars offer advanced treatment of selected topics covered more :n ally 

ii louc r level courc s. 

In ndditiou to intensive reading and discussion, 

st:udcnts 

ordinarily will he 

(X1)ectrd 

undertake individual projects 

under supervision. Honors 

stu:lctits must 

L.11cc lit lent

two of these seminars. 

A rninmum of filth level standing is required for admission. Admission to any 

uppei: level seminar requires permission of the instructor. 

.

1,15-5 Hctsureuient: 

Puerequi ri Ic:

Psychology 310-5.

620-5 Lcnting 

Pie

cciii

rJ ( ( : Psychology 220-3

or

302-3.

62•5 Laivagc and Thinking 

P

10-5 l'crccptJon 

Prerc(1UJ rd te: Pyc1o1ogy 230-3

or 303-3. 

4:35- s

Sc:iiat ion

}'creqisiLe: Psychology 230-3

or

303-3.

41 1

0-5 I'ot ivation 

u'crcqui i. te: Psychology

240-3

or

304-3.

(0-5-0)

(0-5-05

(0-5-0)

450-5 Dvc lopmc:riial Psychology ?

(0-5-0)

Prerequ3it.c: Psychology

350-3

or

351-3

or

355-3.

460-5

Social. Psyclic logy ?

(0-5-0)

rrtzquisi Ic:

Psychology 360-3.

00-5 Personality 

?

(0-5-0) 

I'icirijii rj

Psychology 

370.3.

480-5 J'liy1olugJca1 Psychology ?

(0-5-0)

: Psychc' logy 380-3.

/ 1

85

5 AiiJ.nu 1 Behaviour 

?

(0-5-0) 

Prer'qti:i.site: ? 

Psychology 

385-3.

493-3

Directed Stuc1ies 

)iidcjv:ndiit

reading; or

research 

in topics selected in consultation with the 

• rv 4 ,..' iflStl%t( (fl

(0-3-0) ?

Pccrcqut.':$.te:

Psycho1oy 201-3

and permission of the instructor. 

494-3

Directed Studies 

1i1cpmidnt reading or research in topics selected 

consultation with the 

;LIrIJ •;

:hastructor. 

?

(0-3-0) 

PrciccIit;JI:e: Psychlogy

201-3

and permission of the instructor. 

'•_ ? 

l)i rt't_lc. Studies 

I ' I

itdin or research in topics 

selected

in consultation with the suNr 

h':. ? 

tiCtor. 

?

30)

Ir ?

((Ii

it.( 

: Pychoiogy 201-3 and permission of the instructor. 

r(adinr; 

research in topics selected in consultation 

with thu superi si

(II(I ?

(0-5-0) ?

Pr

)(JI

to : Psychology 201-3 and permission of the instructor 

D. vccted Studies 

j,1(I(

1 nd(nt

reading or

research in topics selected in consult.aLion with the 

?

I

!r : j

u

instruct 

or. ? 

(0-5-0) 

re: Psychology 201-3 and permission of the instructor. 

19_5 Di rc-c(cd Studies 

11k'

i-ndtiit reading or

research in topics selected in consultation with 

Lite

?

i vi s J

j

its

true tor. ? 

(0-5-0) 

I'1tF4.(It(15)

tt:

Psychology

201-3 and 

permission of

the instructor. 

FACULTY OF ARTS

Septe:r er 

NEW COURS2 PROPOSAL 

?

71

I ?

C.r\D.1

INFORMATION

I)

;.:

tT...nt:

Psychology ? 

Course Number: 302-3 

?

Title: LirTh. 

S-tjt1e or Description: 

Conditions, principles and theories of learning. Consideration of the 

cquisicion and extinction of behaviour. 

Crr . 

cit Hours: ? 

3 ?

Vector Description: ? 

2-0-2 

Pr

o-requisite(s) 

?

101-3 (Psych) 

//er

2. ENROLMENT AND SCHEDULING

stimtod Enrolment: 

Semester Offered (e.g. yearly, every Spring; twice yearly, Fall 

and Spring) 

4- ? 

When will course first be offered? 

JUSTIFICATION 

A. What is the detailed description 

differentiation from lower level 

in the same department, and from 

in the University? 

Course is same as 220-3 in all respects 

220-3 will be dropped. 

of the course incbding 

courses, from siiLr cous 

courses in other 6apartments 

This is a renumbering. 

E. Wiat 

c3urze? 

is the range of topics that may be dealt with i 

n

the

3.

2.

C. How ? 

this course fit the goals of the department? 

D.

How does this course affect degree requirements? 

E.

What are the calendar changes necessary to reflect the 

addition of this course? 

F.

What course, if any, is being dropped from the calendar if 

this course is approved? ? 

G.

What is the nature of student demand for this course? 

H.

Other reasoz t 

is

for introducing the course. 

tJDGET,\r(Y AND SPACE J.-'ACTORS 

A

. Which fticulty will be availahl.e to teach this course? 

i;.

What are the special space and/or equipment require.tS 

for this 

course?

C. Any 

other

budgetary implications of mounting this coue: 

Approval; 

Curriculum Committee: 

Dean of Faculty: 

Senate Undergraduate 

Studies Committee-: 

Senate: 

FACULTY OF ARTS 

September fl. 

NEW COURSE PROPOSAL 

I ?

C.:DI 

INFOFZM2VfION 

?

J-.1

nt:

Psychology 

?

/ Course Number: 303-3 

?

Title: Perception 

S-tit1e or Description: Conditions, principles and theories of 

perception. Consideration of the apprehension of stimuli. 

3 ?

Vector Description- 2-0-2 

/,

/'• 

.

AND SCHEDULING 

Estimated Enrolment: 

Semester Offered (e.g. yearly, every Spring; twice yearly, Fall 

and Spring): 

When will course first be offered? 

3. jUSTIFICATION 

A .

What is the detailed description of the course includr.ç 

differentiation from lower level courses, from similar courses 

in

the sae department, and from courses in other departments 

in the University? 

Course is same as 230-3 in all respects. This is a renumbering. 

Psychology 230-3 will be dropped. 

B. What 

course? 

is the range of topics that may he dealt with 

in the

/

HOW

does this course fit the goals of the department? 

How

does this course affect degree requirements? 

E.

What are the calendar changes necessary to reflect the 

addition of this course? 

. ?

F. What course, if any, is being dropped from the calendar 

if

this course is approved? 

?

.

?

z3i'-J 

C. What is the nature of student demand for this course? 

H. Other reasons for introducing the course. 

. ?

•;.urcr;'c,\RY AND SPACE FACTORS

A.

Which faculty will be available to teach this course? 

B.

What are the special space and/or equipment requirements 

for this course? 

C.

Any other budgetary implications of mounting this course: 

Approval: 

Curriculum Committee: 

Dean of Faculty: 

Senate Undergraduate 

Studies Committee: 

Senate: 

FACULTY OF ARTS

Septe:ner i71 

NEW COURSE PROPOSAL 

1.

CALENDR INFORMATION 

Dttment: Psychology 

?

Course Nutber: 

304-3 

?

Title: I'otivaiOfl 

sub-title 

?

or Description: 

Condi 

tions, 

principles and theories of 

r0tivat 

4

0fl.

Consideration of the initiation, direction and regul::tion of 

behaviour. Animal and human data and the physiological bases of uotivatiOr 

are considered. 

Credit Hours: 

?

3

?

Vector Description: 2-0-2 

Pre-requisite(s) :. 

psychology 101-3 

?

/ ?

2.

flROLMENT AND SCHEDULING 

Estimated Enrolment: 

Semester Offered (e.g. yearly, every Spring; twice yearly, Fall 

?

and Spring): 

When will coursia first be offered? 

3. JUSTIFICATION 

A. What is the detailed description 

differentiation from lower level 

in the same department, and from 

in

the

University? 

Course is same as 240-3 

in all respects 

Psychology 240-3 

g

ill be dropped. 

of the course including 

courses, from similar courses 

courses in other departments 

This is a renumbering. 

B. What is

the

range of 

topics that may be dealt with in 

course? 

( )

2.

C.

doer, this course fit the goals of the department? 

D.

flow does this course affect degree requirements? 

E.

What are the calendar changes necessary to reflect the 

addition of this course? 

F.

What course, if any, is being dropped from the calendar if 

5 ?

this course is approved? 

?

• ? U

r1€L

C. What is the nature of student demand for this course? 

H. Other reasons for introducing the course. 

. ?

3.

LUDc:'fARY AND S?hCE FACTORS 

A.

Which faculty will he available to teach this course? 

B.

What are the special space and/or equipment requirements 

for this course? 

C.

Any other budgetary implications of mounting this course: 

Approval: 

Curriculum Committee: 

Dean of Faculty: 

Senate Undergraduate 

Studies Committee: 

Senate: 

go

FACULTY O' Jk''S 

Novc;,cr, 

t'IW COURSE PIOPOC\L 

1 .

?

C;,;1).\1 

?

1NFO.tIO 

N ?

.

DC:t.flt:

Psychology 

Course Nunicr: 

411 ? 

Title: RcscarC 

•

?

Sb

-

titlO O)

DccriPt0fl 

FocusdS on muld.variatC rêgressiOfl a:d coelat1C 

ode1s. Deals with ways of answering questions when direct cxpoi::tl na::laa 

is not feasible, and dcn'onstratCs the utility of the principieS involvc'd fcr sclvi 

O1C'S OthC 

t1

1

11

,

those .for which the 

y

were first proposed. 

•

?

Ced3.L iours 

?

Vector 

•• 

Description: 

• ? 

. ?

. (0-5-0) 

• . 

?

pro - requisite(s) : 

.

psychology 201-3 and 210-3. 

?

•• ? 

•. • ?

Reco:endCd: 

.

Psychology 410-5 

?

. ?

•... ? 

:. • 

?

• ? 

.•. 

2.

F.

?

LENT AND SCHEDULING 

?

. ?

.. ? 

.

?

.

• ? 

: ?

•

vai l       

?

1nrolcnt: 

?

5 ?

.

? . ? 

.

ScriortCr Offered (e.g. yearly 

1

every Spring; twice yoarly Fa1 

?

?

and spring) ? • 

• . ? 

eviy. Sring 

?

•

?

When ,i11 course first be offerc? 

?

Spring 197.2 

3 ?

3US.1 1012I0N

Wt is the detailed desciptiOn of the course including 

diffOrentiation from lower level 

COSCS,

from 

siTii ?

CO SCS

•

?

. in the same department, and from courses in other4epart 

?

in the University? 

?

•0

. ? • ?

• ?

This course already exists 

,

as Psychology 911, which is required of all jnair.; 

•

?

M.A cadidazcs. 

?

.

?

• ? 

.

the range of topics that may be ci1t with in te 

w

?

C(tr5O? ?

•

? •

0

P:rti; p:tin1, and ultip1c regression and corc1atiofl; canonical rc 

?

ssi':. 

corL..tioi; coponcnt 

ar;iySiS;

factor an'ilysis; discriminant analysis; 

?

YS ?

of ge:l 

COVZtrianCC

structures 

•

S ..

...

. ?

.• 

?

2. ? 

this course fit the 

?

o a 1 ? 

o f t 1, ? 

c1ct;c.;t? 

?

hc]Ours students (and, incnerl, students who are 

piflu:

to co 

?

at r- 

oportuni t' to, acquire skills which ar< necessary for 

the

coduc'; c.

:olgically soind research at an d 

r

ar.ccd ic-vol. 

:.

?

:ow does this course affect. degree requirements? 

effect. 

I . : 

. What are the calendar changes necessary to reflect the 

'

Idelition of this course? 

?

.

?

•. 

N'.c othar than the insertion of. the course name, number, and description. 

• ?

.. ?

Y. What course " - 

.

if any, is being dropped f rom 

?

calendar 

this course is approved? 

• ? 

.

?

:e.

? .

?

•. . ? 

.

?

S..

•

... ?

-:h

?

is the nature ofitudontdoànc1 forthis course? 

. zo currently enrolling . this course by signing p for Directed St:cs, 

£.'erai rambers, or for 40 or 415. 

? -. - 

'er

casons for introducing

the course. 

S ?

. ?

. ? .

ocD

AND SAC

lThcUlty

Will

avail-able to teach this cou5c?

• ?

B. ?

ror

'hdt

this

arc

course?

the special space and/or equi Jim cnt recIuire:Aers

.'one

C. Any other budgetary 

im

plications of mounting this course; 

•—\ 

• ? 

•

•

Approval: 

?

• ? 

:

?

• ? 

• • ? - ? 

••• 

Curriculum Cornjtteo: • 

?

• • • 

Dean of Faculty: 

?

• ? 

• ? 

•

• ? 

•• 

?

.• 

• ?

• Senate ?

•

SiMON FRASER : UNIVERSITY

• ?

••

MEMORANDUM

?

')iNAII

From

D A MFYERS 

DIRECTOR OF SECRETARIAT SERVICES 

Subject _ATTACHMENTS TO PAPER S.72-14 ? 

Date _JANUARY 7, 1972 

• ?

• ? 

• ? 

•

?

The attached Appendix A and Appendix B outline the 

• new course proposals as set forth in Proposals III and IV of 

the above Senate paper. • 

.

^&ewj)lx 

^

FACULTY OF SCIENCE 

?

S-72-14 

-

?

NEW COURSE PROPOSAL 

?

I ?

CALENDAR INFORMATION 

Department: Mathematics 

?

Course Number: 253-4 Title: Calculus III 

Sub-title or Description: 

Sequences and series. Conditional, absolute and uniform convergence. 

Differentiation and integration of series. Vector calculus. Analytic 

geometry in three dimensions. Functions of several variables, 

multiple and line integrals, partial derivatives. 

Credit Hours: ? 

4 ?

Vector. Description: 

?

(4-1-0) 

Pre-requisite(s): Mathematics 152-3 or permission of the department. 

Students who have obtained credit for Mathematics 251-3 cannot receive 

credit for Mathematics 253-4. 

?

II ? 

ENROLMENT AND SCHEDULING 

Estimated Enrolment: Fall - 50; Spring 

. -

30; Summer - 20; 100 per year 

Semester Offered (e.g. Yearly, every Spring; twice yearly, Fall and 

Spring): 

Every semester 

When course will first be offered: 

?

Fall 1972 

?

III ? 

JUSTIFICATION 

A.

What is the detailed description of the course including differentiation 

from lower level courses, from similar courses in the same department 

and from courses in other departments in the University? 

No similar course is offered in this or any.other department within 

the University. 

B.

What is the range of topics that may be dealt with in the course? 

S ?

Infinite series, three dimensional analytic geometry, calculus of 

several variables, vector calculus. 

Page 2 

C.

How does this course fit the goals of the department? 

This course forms part of the lower level degree requirements 

for students in Mathematics, Chemistry and 

Physics.

It is an 

essential prerequisite to most of the 300 and 400 level 

Mathematics courses. 

D. How 

does this course affect degree requirements? 

This course is required for all Mathematics, Chemistry and Physics 

majors and honors students. 

E.

What are the calendar changes necessary to reflect the addition of 

this course? 

New entry. 

F. What course, if any, is being dropped from the calendar if this 

course is approved? 

Mathematics 251-3. 

G.

What is the nature of student demand for this course? 

It provides necessary background for upper level courses in 

Mathematics, Physics and Chemistry. 

H.

Other reasons for introducing the course. 

(See attached) 

IV

?

BUDGETARY AND SPACE FACTORS 

A. Which faculty will be available to teach this course? 

All

Mathematics faculty. 

Page 3 

B.

What are the special space and/or equipment requirements for 

this course? 

No special requirements. 

C.

Any other budgetary implications of mounting this course: 

Since this course will replace Mathematics 251-3, the teaching 

commitment can be met from existing resources. The additional 

hours of teaching load is covered by the reduction in offering 

of some of the other lower level Mathematics courses which 

are no longer required for all Math students. 

Mathematics 253-4 

?

(Calculus III) 

H. (a) The inclusion of infinite series in Mathematics 152-3 has 

resulted in severe limitations on the time spent on 

applications of integration. The proposed change would 

permit more applications of calculus of one variable to 

be taught in Mathematics 151-3 and 152-3 and allow a . 

fuller exposition of infinite series in Mathematics 251-4 

for those students (particularly in Mathematics, Physics, 

and Chemistry) whose work requires this topic. 

(b) It would ease transfer arrangements for students coming 

from junior colleges, since infinite series are not 

taught in first year calculus courses in many colleges. 

.

FACULTY OF SCIENCE 

NEW COURSE PROPOSAL 

I ?

CALENDAR INFORMATION 

Department: 

?

Mathematics ? 

Course Number: 311-4 ? 

Title: Methods I 

Sub-title or Description: 

Topics in advanced calculus including further study of functions of several 

variables, multiple integrals, infinite series, improper integrals, vector 

field theory. 

Credit Hours: 

?

4 ?

Vector Description: ? 

(4-1-0) 

Pre-requisite(s): Mathematics 253-4. Students who have received credit 

for Mathematics 411-4 cannot receive credit for Mathematics 311-4. 

?

II ? 

ENROLMENT AND SCHEDULING 

Estimated Enrolment: 

?

30 per offering 

Semester Offered (e.g. Yearly, every Spring; twice yearly, Fall and 

Spring): 

Twice yearly, every Fall and Spring 

When course will first be offered: Fall 1972 

?

III ? 

JUSTIFICATION 

A.

What is the detailed description of the course including differentiation 

from lower level courses, from similar courses in the same department 

and from courses in other departments in the University? 

There are no similar courses offered in this or other departments 

within the University. 

B.

What is the range of topics that may be dealt within the course? 

. ?

Advanced calculus of several variables, line and multiple integrals,. 

Gauss and Stoke's Theorems, improper integrals, infinite series, 

Vector field theory. 

Page 

C.

How does this course fit the goals of the department? 

It provides background for many of the upper level courses in 

applied mathematics. 

D.

How does this course affect degree requirements? 

The course is required for Mathematics honors students as well 

as for majors and honors students in Physics. 

E.

What are the calendar changes necessary to reflect the addition of 

this course? 

New entry. 

F.

What course, if any, is being dropped from the calendar if this 

course is approved? 

Mathematics 411-4 

G.

What is the nature of student demand for this course? 

This is a replacement course replacing the present Math 411-4. 

H.

Other reasons for introducing the course. The reason for this request, 

(the deletion of Math 411 and the intioduction of Math 311) is that students 

will be encouraged to take this course early in their upper level course work, 

which is particularly desirable for applied mathematics students since this 

course is a prerequisite to many upper level courses in applied mathematics. 

In addition, this course will be an alternate prerequisite for Math 422 which 

will provide more flexibility for Physics students. 

IV

?

BUDGETARY AND SPACE FACTORS 

A. Which faculty will be available to teach this course? 

All Mathematics faculty members. 

Page 3 

B.

What are the special space and/or equipment requirements for 

this course? 

None 

C.

Any other budgetary implications of mounting this course: 

Since this is a replacement course, no additional hours of teaching 

are required. 

.