Objective Questions and Answers: Science
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These 30 CTET Science Paper 2 multiple choice questions cover science content and pedagogy of science. Each question has the correct answer with a step-by-step explanation and a short teacher's note, so you can practise for the Central Teacher Eligibility Test and check your understanding.
Multiple Choice Questions
Assertion (A): Petroleum is called black gold.
Reason (R): Deposits of Petroleum are found in black soil.
(a) Both (A) & (R) are true and (R) is the correct explanation of (A)
(b) Both (A) & (R) are true but (R) is not the correct explanation of (A)
(c) (A) is true but (R) is not true
(d) Both (A) and (R) are false
Show Answer & Explanation
Answer: (c) (A) is true but (R) is not true
Explanation:
1. Petroleum is called black gold because it is black and very valuable.
2. It is found trapped between rock layers deep under the earth or sea, not in black soil, so R is false.
Teacher's Note:
1. Black soil is a soil type suited to cotton and has nothing to do with oil.
2. Petroleum forms from the remains of marine organisms.
(a) Sodium Bicarbonate
(b) Lactic acid
(c) Water
(d) Carbonic acid
Show Answer & Explanation
Answer: (a) Sodium Bicarbonate
Explanation:
1. Sodium bicarbonate neutralises the lactic acid formed by bacteria in milk, which delays souring.
2. Adding an acid such as lactic acid would curdle the milk, and added water only dilutes it.
Teacher's Note:
1. Milk turns sour because bacteria convert lactose to lactic acid.
2. Adding such chemicals to milk is not safe practice, so pasteurisation and refrigeration are used.
"The Children learnt about the history of the village. It surprised them that the villages and the agricultural fields of that area were created after clearing the forests about sixty years ago".
Which of the following objectives of science education does the above excerpt indicate?
(A) Nurture the aesthetic sense and creativity in science & technology.
(B) Develop a historical and developmental perspective of science.
(C) Appreciate issues at interface of Science, Society & Technology.
(D) Understand methods of generation of Scientific knowledge.
(a) (B) & (C)
(b) (A) & (B)
(c) (C) & (D)
(d) (A) & (C)
Show Answer & Explanation
Answer: (a) (B) & (C)
Explanation:
1. The excerpt looks at the history of the village and the clearing of forests, a historical and developmental perspective (B).
2. Forest clearing for farming links science, society and the environment (C).
Teacher's Note:
1. Nothing in the excerpt concerns aesthetics or methods of generating knowledge.
2. Link each objective to a specific phrase in the excerpt.
You might have heard the name of famous Scientist Galileo Galilei (AD 1564-1642). It is said that once Galileo was sitting in a church. He noticed that a lamp suspended from the ceiling with a chain was moving slowly from one side to the other. He was surprised to find that his pulse beat the same number of times during the interval in which the lamp completed one oscillation. Galileo experimented with various pendulums to verify his observation. His observation led to development of pendulum clocks. Winding clocks and wrist watches were refinements of the pendulum clocks.
Which of the following aspects of Nature of Science does the above excerpt illustrate?
(A) Science is tentative
(B) Science is based on empirical evidence
(C) Science is advanced through creativity and imagination of scientists
(D) Science is objective and value neutral
(a) (A), (B) and (C)
(b) (A), (C) and (D)
(c) (B) and (C)
(d) (A) and (C)
Show Answer & Explanation
Answer: (c) (B) and (C)
Explanation:
1. Galileo used observations and pendulum experiments to verify his idea, so science rests on empirical evidence (B).
2. Using his pulse to time the lamp and testing different pendulums show creativity and imagination (C).
3. The excerpt says nothing about changing ideas (A) or value neutrality (D).
Teacher's Note:
1. Match each option to words in the passage rather than to general beliefs.
2. Tentativeness appears when old ideas are revised, which is not shown here.
Scottish biologist Alexander Fleming took a break from his lab work investigating staphylococci and went on a holiday. When he returned, he found that a petri dish which had been left uncovered by mistake, had formed blue-green mould. The mould contained a powerful antibiotic, Penicillin, which could kill harmful bacteria without having a toxic effect on human body.
(a) Laws and theories play a central role in developing scientific knowledge
(b) A general and universal Scientific method exists
(c) Scientific knowledge is long lasting yet tentative
(d) Scientific discovery is not a linear process
Show Answer & Explanation
Answer: (d) Scientific discovery is not a linear process
Explanation:
1. The discovery came from an accident, not from following a fixed series of steps.
2. So scientific discovery is not a linear process.
Teacher's Note:
1. Chance observations can lead to major discoveries if the scientist is prepared.
2. Nature of science: there is no single scientific method.
(a) Bacteria present in herbivores help in breakdown of cellulose.
(b) Bacteria are used in preparation of antibiotics
(c) Bacteria is used in preparation of breads and cakes
(d) Bacteria breaks down organic matter in biogas plant.
Show Answer & Explanation
Answer: (c) Bacteria is used in preparation of breads and cakes
Explanation:
1. Breads and cakes rise because of yeast, which is a fungus.
2. The other statements about bacteria are correct.
Teacher's Note:
1. Yeast is a unicellular fungus used in baking and brewing.
2. Curd is made with a bacterium (Lactobacillus).
Mirror A: erect, same size
Mirror B: erect, diminished
Mirror C: inverted, diminished
Mirror D: inverted, magnified
Which of the following conclusions can be drawn by Sameer about the mirrors?
(a) A - Plane mirror, B - Convex mirror, C - Concave mirror, D - Concave mirror.
(b) A and B - Plane mirror, C and D - Concave mirror
(c) A - Plane mirror, B - Concave mirror, C - Convex mirror, D - Concave mirror.
(d) A and B - Convex mirror, C and D - Concave mirror
Show Answer & Explanation
Answer: (a) A - Plane mirror, B - Convex mirror, C - Concave mirror, D - Concave mirror.
Explanation:
1. A plane mirror gives an erect image of the same size (A).
2. A convex mirror always gives an erect, diminished image (B).
3. Only a concave mirror gives an inverted image, diminished when the object is beyond C and magnified when it is between C and F (C and D).
Teacher's Note:
1. Inverted images are always real and come only from concave mirrors.
2. A concave mirror gives an erect, magnified image only when the object is close to it.
(A): It changes into gas as it comes out of cylinder
(B): It is burnt to produce heat
Which of the following statements is correct?
(a) A is Physical change and B is Chemical change
(b) A is Chemical change and B is Physical change
(c) Both A and B are Physical changes
(d) Both A and B are Chemical changes
Show Answer & Explanation
Answer: (a) A is Physical change and B is Chemical change
Explanation:
1. Liquid LPG turning into gas is a change of state, with no new substance, so it is physical.
2. Burning forms new substances (CO₂ and water), so it is chemical.
Teacher's Note:
1. Changes of state are physical changes.
2. Combustion is always a chemical change.
A. They must involve use of 'everyday' materials and equipment.
B. They could be planned and carried out by students in a variety of ways.
C. They should not involve a great deal of discussion among students.
D. Students should be provided with step-by-step instructions.
(a) A and D
(b) A and C
(c) A and B
(d) C and D
Show Answer & Explanation
Answer: (c) A and B
Explanation:
1. Activities should use easily available everyday materials (A).
2. They should allow students to plan and carry them out in different ways (B).
3. Good activities involve discussion and open exploration, so C and D are not suitable.
Teacher's Note:
1. Discussion is an essential part of learning science.
2. Step-by-step instructions reduce thinking and make the activity a recipe.
(a) 35 km/h
(b) 63 km/h
(c) 54 km/h
(d) 63 km/h
Show Answer & Explanation
Answer: (a) 35 km/h
Explanation:
1. From 22:15 on 6 Oct to 22:15 on 8 Oct is 48 h, and then to 04:15 on 9 Oct is 6 h more, so the time is 54 h.
2. Average speed = 1890 ÷ 54 = 35 km/h.
Teacher's Note:
1. Average speed is total distance divided by total time.
2. Count days carefully when the dates change.
(a) Sodium bicarbonate and sodium benzoate
(b) Tartaric acid and sodium sulphate
(c) Sodium bicarbonate and sodium sulphate
(d) Sodium metabisulphite and sodium benzoate
Show Answer & Explanation
Answer: (d) Sodium metabisulphite and sodium benzoate
Explanation:
1. Sodium benzoate and sodium metabisulphite are common chemical preservatives.
2. Sodium bicarbonate (baking soda) and tartaric acid are not used to preserve food.
Teacher's Note:
1. Common salt, sugar, oil and vinegar are traditional preservatives.
2. Sodium bicarbonate is a raising agent.
(a) Comprehend various causes of wastage of water
(b) Communicate logically their viewpoint about wastage of water
(c) Link their day-to-day experiences and observations about wastage
(d) Compete with other classmates by countering their viewpoint on the issue
Show Answer & Explanation
Answer: (d) Compete with other classmates by countering their viewpoint on the issue
Explanation:
1. Learning outcomes for assessment are about understanding, communication and linking to experience.
2. Competing with classmates is not a learning outcome to be assessed; assessment should not be based on competition.
Teacher's Note:
1. Outcomes should be observable skills or understandings.
2. NCF stresses cooperation over competition.
(Skill: Examples)
(a) Inference: Identify conductors and insulators on the basis of experimentation; Identify acids and bases using litmus paper.
(b) Classification: Identify parts of a flower; Identify the causes of sudden thunderstorm at night.
(c) Observation: Notice different shapes of leaves; Differentiate between sounds of different frequencies.
(d) Experimentation: Test for presence of starch in food items; Examine effect of resistance on flow of current in a circuit.
Show Answer & Explanation
Answer: (b) Classification: Identify parts of a flower; Identify the causes of sudden thunderstorm at night.
Explanation:
1. Classification means grouping things by common features.
2. Identifying parts of a flower and finding the causes of a thunderstorm are not classifying tasks, so option (b) is incorrect.
Teacher's Note:
1. Match the skill to what the learner actually does in the example.
2. Finding causes involves reasoning, not grouping.
(a) Model
(b) Hypothesis
(c) Analogy
(d) Observation
Show Answer & Explanation
Answer: (c) Analogy
Explanation:
1. The statement compares two different things that work in a similar way.
2. Such a comparison is an analogy.
Teacher's Note:
1. A model is a representation used to explain something, while an analogy is a comparison.
2. A hypothesis is a testable guess.
S₁: A teacher should teach the concepts from the very basics assuming students know nothing.
S₂: Students' intuitive ideas are always misconceptions.
(a) Both S₁ and S₂ are correct and S₂ is the correct explanation for S₁
(b) Both S₁ and S₂ are correct but S₂ is not the correct explanation for S₁
(c) S₁ is correct but S₂ is incorrect
(d) Both S₁ and S₂ are incorrect
Show Answer & Explanation
Answer: (d) Both S₁ and S₂ are incorrect
Explanation:
1. Constructivism says learners come with prior knowledge, so a teacher should not assume they know nothing.
2. Intuitive ideas are not always wrong and can be a starting point, so both statements are incorrect.
Teacher's Note:
1. Learning builds on what the child already knows.
2. 'Always' and 'nothing' signal wrong statements.
(a) Misconceptions reduce as student progresses to senior classes
(b) Misconceptions are resistant to change by conventional teaching strategies
(c) Misconceptions can be challenged by reiterating correct answers
(d) Misconceptions arise due to incomplete and insufficient understanding of concepts
Show Answer & Explanation
Answer: (b) Misconceptions are resistant to change by conventional teaching strategies
Explanation:
1. Research shows that students' alternative conceptions are deeply held and persist despite ordinary lecture-style teaching.
2. Conceptual change strategies such as discussion and conflict-based activities are needed.
Teacher's Note:
1. Repeating the correct answer does not remove a misconception.
2. They often persist even in senior classes.
(a) Cucumber, Papaya, Rose
(b) Mustard, Rose, Petunia
(c) Corn, Cucumber, Petunia
(d) Corn, Papaya, Mustard
Show Answer & Explanation
Answer: (b) Mustard, Rose, Petunia
Explanation:
1. Mustard, rose and petunia have both stamens and carpels in the same flower.
2. Corn, cucumber and papaya bear unisexual flowers.
Teacher's Note:
1. Bisexual flowers have both male and female parts.
2. Cucurbits like cucumber, gourd and pumpkin are standard examples of unisexual flowers.
(a) Glass powder and red phosphorus
(b) White phosphorus and glass powder
(c) Red phosphorus and magnesium
(d) Potassium and white phosphorus
Show Answer & Explanation
Answer: (a) Glass powder and red phosphorus
Explanation:
1. The side of the matchbox has powdered glass and red phosphorus.
2. Rubbing the match head against it produces heat, which converts a little red phosphorus to white phosphorus that ignites.
Teacher's Note:
1. The match head has antimony trisulphide and potassium chlorate.
2. White phosphorus is too dangerous for matchboxes.
(a) Pancreas, Adrenal glands, Thyroid
(b) Thyroid, Adrenal glands, Pituitary
(c) Testes, Ovaries, Thyroid
(d) Pituitary, Pancreas, Thyroid
Show Answer & Explanation
Answer: (b) Thyroid, Adrenal glands, Pituitary
Explanation:
1. The pituitary is the master gland and its hormones control other glands.
2. Thyroid and adrenal glands are controlled by the pituitary (TSH and ACTH), so C is the pituitary.
Teacher's Note:
1. The pancreas is not controlled by the pituitary.
2. Testes and ovaries are controlled by gonadotropins from the pituitary, so the pituitary must be gland C.
(a) Light diffracts on entering a small opening.
(b) Light travels in a straight line.
(c) Light is a form of energy.
(d) Light changes its path when it travels from one medium to another.
Show Answer & Explanation
Answer: (b) Light travels in a straight line.
Explanation:
1. Rays from each point of the object travel straight through the pinhole and meet on the screen.
2. Because the rays actually reach the screen, the image is real, and this is due to rectilinear propagation of light.
Teacher's Note:
1. The image in a pinhole camera is inverted because the rays cross at the hole.
2. Refraction is not involved because there is no lens.
A. Science and Mathematics are being taught integratedly as 'Science and Technology' in elementary classes.
B. Physics, Chemistry and Biology are being taught integratedly as 'Science' in secondary classes.
C. Science and Social Science are being taught integratedly as 'EVS' in primary classes.
Choose the correct option:
(a) B and C
(b) A and B
(c) Only C
(d) Only B
Show Answer & Explanation
Answer: (a) B and C
Explanation:
1. In secondary classes the physical and life sciences are taught together as 'Science' (B).
2. In primary classes EVS combines science and social science (C).
3. Science and Mathematics are separate subjects, so A is wrong.
Teacher's Note:
1. Subjects separate into Physics, Chemistry and Biology only in senior secondary.
2. NCF 2005 recommended EVS for classes III-V.
(a) Pay due attention to the least count of the thermometer
(b) Ensure that the thermometer does not touch the walls of the beaker
(c) Measure the boiling temperature as 100°C
(d) Use a stand to suspend the thermometer
Show Answer & Explanation
Answer: (c) Measure the boiling temperature as 100°C
Explanation:
1. Good indicators relate to correct procedure and skill.
2. Stating 100°C is a fixed expected result; tap water has impurities and the measured value may differ, so assessing on a set value is not suitable.
Teacher's Note:
1. Assess the process, not just whether the answer matches a textbook value.
2. Real readings may differ with impurities and altitude.
(a) Develops argumentation skills
(b) Helpful in cultivating understanding about nature of science
(c) Develops the capacity to engage in evidence-based reasoning
(d) Helpful in appreciating science as a definitive discipline
Show Answer & Explanation
Answer: (d) Helpful in appreciating science as a definitive discipline
Explanation:
1. Socio-scientific issues show that science is debatable and changes with evidence.
2. So they do not help students see science as a definitive (final, certain) discipline.
Teacher's Note:
1. Such issues build argumentation and decision-making skills.
2. The nature of science is tentative yet reliable.
(a) Predicting
(b) Estimating
(c) Measuring
(d) Question raising
Show Answer & Explanation
Answer: (a) Predicting
Explanation:
1. Students are asked what will happen before the result is known, using what they learnt.
2. Stating the likely outcome in advance is predicting.
Teacher's Note:
1. Estimating is an approximate value of a quantity.
2. Prediction uses patterns or prior knowledge.
(a) It is an effective strategy for large sized classes.
(b) It benefits the students with diverse expertise.
(c) It makes the task of assessment easier.
(d) It is helpful in increasing student participation.
Show Answer & Explanation
Answer: (b) It benefits the students with diverse expertise.
Explanation:
1. In team teaching two or more teachers plan and teach together.
2. The main advantage is that students gain from the diverse expertise of the different teachers.
Teacher's Note:
1. Team teaching is especially useful for interdisciplinary topics.
2. It does not necessarily make assessment easier.
(a) Students are asked to observe their images at various positions in a plane mirror.
(b) Students are asked to play with shiny, steel spoons and observe their images in it.
(c) Students are explained the laws of reflection.
(d) Students are explained the process of drawing ray diagrams in curved mirrors.
Show Answer & Explanation
Answer: (b) Students are asked to play with shiny, steel spoons and observe their images in it.
Explanation:
1. Introduce a concept through hands-on experience with curved surfaces.
2. A shiny spoon has curved surfaces (both bulging and hollow), so the students see different kinds of images.
Teacher's Note:
1. Lecture and ray diagrams should follow the exploration.
2. A plane mirror does not show the features of spherical mirrors.
(a) Conversion of fats into fatty acids
(b) Conversion of proteins into amino acids
(c) Conversion of starch into sugars
(d) Absorption of vitamins
Show Answer & Explanation
Answer: (c) Conversion of starch into sugars
Explanation:
1. Salivary amylase begins the breakdown of starch into sugars (maltose) in the mouth.
2. Without it, this conversion is hampered.
Teacher's Note:
1. Fats and proteins are digested later, in the intestine and stomach.
2. Chewing starchy food gives it a sweet taste because of amylase.
A. It is found in abundance in dense forests
B. It refers to only the fauna found in an area
C. It refers to the total number of individual species found in a given area
D. It refers to the variety of living organisms (various species of flora and fauna) present in a given area.
The correct statements are
(a) A and B
(b) B and C
(c) C and D
(d) A and D
Show Answer & Explanation
Answer: (d) A and D
Explanation:
1. Biodiversity is the variety of plants, animals and other organisms in an area (D), and dense forests are rich in it (A).
2. It includes flora as well as fauna, so B is wrong, and C wrongly counts individuals instead of the variety of species.
Teacher's Note:
1. Biodiversity means variety, not the number of individuals.
2. Tropical rainforests are among the richest in biodiversity.
Weight of the object in air: 150 N
Weight of the object in liquid A: 100 N
Weight of the object in liquid B: 95 N
Based on above, identify the correct statement (s) among the following :
(A) Density of liquid (B) > Density of liquid (A)
(B) Buoyant force acting on the object in liquid (B) > Buoyant force acting on the object in liquid (A).
(C) An object that floats in liquid (A) will surely float in liquid (B)
(a) (A) and (B)
(b) (B) and (C)
(c) (A), (B) and (C)
(d) None
Show Answer & Explanation
Answer: (c) (A), (B) and (C)
Explanation:
1. Buoyant force in A = 150 − 100 = 50 N and in B = 150 − 95 = 55 N, so (B) is true.
2. The same volume is submerged in both, so a larger upthrust means a denser liquid: B is denser than A, so (A) is true.
3. An object that floats in the less dense A has density below that of A, so it is below that of B and floats in B too: (C) is true.
Teacher's Note:
1. Buoyant force = loss of weight in the liquid.
2. Upthrust = density × volume × g, so compare the densities.
(a) A convex mirror always forms a real image
(b) A concave mirror always forms a virtual image
(c) A concave lens always forms a real image
(d) A convex lens can form a real as well as a virtual image
Show Answer & Explanation
Answer: (d) A convex lens can form a real as well as a virtual image
Explanation:
1. A convex lens forms a real image when the object is beyond its focus and a virtual image when the object is within the focal length.
2. A convex mirror and a concave lens always form virtual images, while a concave mirror can form both.
Teacher's Note:
1. Convex lens and concave mirror can form both kinds of images.
2. Convex mirror and concave lens always give virtual, erect and diminished images.
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