Since your post is nearly a year old, I know it's unlikely that you're still seeking information about this, but I wanted to share my own experience because the amount of math in a course was the deciding factor for me when I had to choose which science courses to take to satisfy the core curriculum requirement for a BA (in history) when I was in college during the 1990s. My college was still on the quarter system then, so the core curriculum was different than what's found under the semester system. I've always been good at arithmetic, but any math beyond that, such as algebra, turns my brain into a jumbled mess. In high school, I passed the classes I had to take, but just by the skin of my teeth. My inability wasn't from a lack of trying. I was typically an A student. My quarterly average for Spanish 104 would've been a 100, had I not lost a half point on my final test, and I had a 97 end-of-quarter average in French. I always made As in history, English, psychology, etc., but in the one math course I took in college during my last quarter, I made a D. I was absolutely okay with it. I mention all of this so you'll understand that this info is from someone who seriously sucks in math. I had to take either 3 science courses (2 in a sequence/all 3 had labs) and 1 math, or 2 science/2 math courses. I went with the former. I took the intro astronomy course (105, I think) which had some math that was above my ability. I couldn't solve the equations, nor could I make heads or tails of Einstein's theory of relativity, but I could memorize everything else, so I made a B for the quarter. I didn't take Astronomy 106 because my professor told me it was heavy on the math and was essentially astrophysics. This might not always be the case for Astronomy 102/106 (or whatever comes after the intro class), but I knew I had to find something else because the math in astronomy is just too complex for this dumb-dumb. I decided to take my 2 course sequence in geology, and I loved it. A young, newly-hired professor, who'd just received his PhD, taught my class. He was excited about teaching, and he made geology interesting. He was even able to teach me how to do whatever math was in GEO 105 & 106. I'm sorry this is a book, but I'm willing to risk writing too much in case my experience can help someone else who doesn't care that they'll never know whether Train B catches up to Train A, or what time Train C will arrive in Chicago. I hope you chose the course that was best for you.