Albert Einstein gave the above definition of Science. He also said “Only two things are infinite, the universe and human stupidity, and I'm not sure about the former.”

When a candle lighted and it covers it with a jar. The candle stops burning after some time, because, the candle's flame is fueled by oxygen. When the jar is placed over the top of the candle, there is still oxygen for the fire to consume, but it is in a limited quantity. Once all of the oxygen contained within the jar is utilized by the flame, it no longer has its fuel and goes out.

Assessment of student writing is a process. Assessment of student writing and performance in the class should occur at many different stages throughout the course and could come in many different forms. At various points in the assessment process, teachers usually take on different roles such as motivator, collaborator, critic, evaluator, etc., and give different types of response. One of the major purposes of writing assessment is to provide feedback to students. We know that feedback is crucial to writing development. Conduction of Essay type test may be one of the best technique for assessment of ‘writing skill’.\

Except D, rest of all the other three are activity based teaching methods. 
The lecture method is a teaching method where the instructor acts as the primary information giver. The instructor typically stands in front of the students and may use a visual aid, such as a PowerPoint presentation, chalkboard or handout.

To acquire questioning and inquiring skills is the key expectation from teaching and learning of science at upper primary stage. 

At upper primary stage science concepts relate to the everyday experience of children and learnt through hands on activities/ experiments utilizing local resources. The pedagogy of science at this stage reflects an approach that include tasks such as making simple models, meaningful investigations, surveys, peer interactions, field studies and group activities

Questions A and C are Open-ended questions. These questions require more thought and more than a simple one-word answer and encourage observation, reflection, evaluation, and new questions in students. It is designed to encourage a full, meaningful answer using the subject's own knowledge and/or feelings. It encourages students to put cross questions among themselves. Thus, option A is correct.

The Science Skills approach described here guides students to develop an understanding of the experimental skills required to perform a scientific investigation records. Most appropriate to assess the experimental skills of students in science classroom is practical records. Through practical studies it becomes easy to use your experimental and logical skills. In an experimental class the students shows more interest and enthusiasm. Therefore, Practical record is most appropriate to assess the experimental skills of students in science classroom.

To make an electromagnet we need A large iron nail (about 3 inches) About 3 feet of thin coated copper wire. A fresh D size battery. Some paper clips or other small magnetic objects 1. Leave about 8 inches of wire loose at one end and wrap most of the rest of the wire around the nail. Try not to overlap the wires. 2. Cut the wire (if needed) so that there is about another 8 inches loose at the other end too. 3. Now remove about an inch of the plastic coating from both ends of the wire and attach the one wire to one end of a battery and the other wire to the other end of the battery. See picture below. (It is best to tape the wires to the battery – be careful though, the wire could get very hot!) 4. Now you have an ELECTROMAGNET! Put the point of the nail near a few paper clips and it should pick them up.