Explain them thoroughly

1. What roles did audiences and institutions play in generating consent in nineteenth-century science?

2. To what extent, if at all, did science supplant religion as a way of understanding the natural world during the nineteenth century?

3. How was it possible for the public to know more about science during the nineteenth century, even as access to the places where science was done became increasingly limited to specialists?

4. How and why did the scientific relevance of Biblical Assyria change over the course of the nineteenth century?

5. EITHER (a) Compare and contrast the uses of geological, anthropological and zoological evidence used in Victorian debates over man's place in nature. OR (b) 'No subject has lately excited more curiosity and general interest among geologists and the public than the question of the Antiquity of the Human Race' (Charles Lyell, 1863). What role did the public play in nineteenth-century debates over human evolution?

6. How was the nineteenth-century novel experimental?

7. 'The kitchen is a chemical laboratory' (1821). What kinds of science could be done in the nineteenth-century home?

8. EITHER (a) How did the display of imperial prizes, commodities and goods contribute to the making of nineteenth-century scientific knowledge? OR (b) How did nineteenth-century scientists make use of imperial networks?

9. EITHER (a) 'The physical laboratory system has now become quite universal. No university can now live until it has a well-equipped laboratory' (Sir William Thompson, 1885). Discuss. OR (b) Compare and contrast the nineteenth-century development of the observatory and of the laboratory.

10. Was Charles Darwin's the most important evolutionary theory of the nineteenth century? (TURN OVER)

11. Was Alexander von Humboldt as much a man of empire as he was a man of science?

12. Did late nineteenth-century physical sciences support or refute materialism?