Multiple Choice Questions (MCQs) for CTET : Science
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Practice Science MCQs for CTET
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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
(a) We should strictly follow the 'one nation, one textbook' norm.
(b) The actual process of writing of the textbooks should only involve practising scientists.
(c) Intensive and wide-spread field trials of textbooks must be carried out.
(d) Textbook writing by individuals and NGOs must be discouraged.
Show Answer & Explanation
Answer: (c) Intensive and wide-spread field trials of textbooks must be carried out.
Explanation:
1. Good textbooks are tried out with real learners and teachers before adoption.
2. Restricting writers to scientists, a single textbook or discouraging NGOs and individuals narrows the perspectives, which goes against NCF thinking.
Teacher's Note:
1. NCF 2005 favours a participatory process including teachers and field testing.
2. Reject options with words like 'only' or 'strictly'.
(a) Urinary bladder
(b) Intestine
(c) Liver
(d) Kidney
Show Answer & Explanation
Answer: (a) Urinary bladder
Explanation:
1. Birds have kidneys, an intestine and a liver.
2. Birds have no urinary bladder; they excrete semi-solid uric acid with the faeces through the cloaca, which saves water and body weight.
Teacher's Note:
1. Lack of a bladder is an adaptation for flight.
2. Birds are uricotelic.
(a) Copper
(b) Iron
(c) Silver
(d) Zinc
Show Answer & Explanation
Answer: (d) Zinc
Explanation:
1. In the reactivity series Zn > Fe > Cu > Ag.
2. The most reactive metal, zinc, displaces the others from their salt solutions.
Teacher's Note:
1. Memorise the reactivity series: K, Na, Ca, Mg, Al, Zn, Fe, Pb, H, Cu, Ag, Au.
2. A more reactive metal displaces a less reactive one.
(a) 10000 newtons
(b) 1000 newtons
(c) 100 newtons
(d) Zero
Show Answer & Explanation
Answer: (d) Zero
Explanation:
1. Constant velocity means zero acceleration, so the net force is zero (Newton's first law).
2. There is no friction to overcome, so no force is needed.
Teacher's Note:
1. Force is needed to change velocity, not to maintain it.
2. Mass and speed in the question are distractors.
(a) The air is drawn in through the nostrils
(b) Ribs move out
(c) Diaphragm moves up
(d) Lungs expand
Show Answer & Explanation
Answer: (c) Diaphragm moves up
Explanation:
1. During inhalation the ribs move up and out and the diaphragm moves down and flattens.
2. This increases chest volume, so the lungs expand and air is drawn in.
3. The diaphragm moving up happens in exhalation.
Teacher's Note:
1. Inhalation: ribs out, diaphragm down. Exhalation: ribs in, diaphragm up.
2. Students often swap the two directions.
A. In photosynthesis solar energy is converted into chemical energy.
B. In photosynthesis CO₂ and water are used.
C. In photosynthesis CO₂ is released and O₂ is consumed.
D. In photosynthesis O₂ is released and CO₂ is consumed.
E. Photosynthesis takes place both during day and night.
The correct statements are
(a) A, B and C
(b) B, C and D
(c) A, D and E
(d) A, B and D
Show Answer & Explanation
Answer: (d) A, B and D
Explanation:
1. Photosynthesis turns light energy into chemical energy using CO₂ and water (A, B).
2. It consumes CO₂ and releases O₂ (D); C is the reverse and is false.
3. It needs light, so it does not occur at night; E is false.
Teacher's Note:
1. 6CO₂ + 6H₂O + light → C₆H₁₂O₆ + 6O₂.
2. Respiration, not photosynthesis, consumes O₂ and releases CO₂.
(a) Increase in temperature and decrease in pressure
(b) Increase in both temperature and pressure
(c) Decrease in temperature and increase in pressure
(d) Decrease in both temperature and pressure
Show Answer & Explanation
Answer: (c) Decrease in temperature and increase in pressure
Explanation:
1. Lowering the temperature reduces the kinetic energy of the molecules.
2. Increasing the pressure pushes the molecules closer, so attractive forces bind them as a liquid.
Teacher's Note:
1. Cool and compress: LPG and liquid oxygen are made this way.
2. Heating and low pressure favour the gaseous state.
(A) Sawdust and water (i) Evaporation
(B) Iodine and sand (ii) Centrifugation
(C) Salt and water (iii) Filtration
(D) Cream from curd (iv) Sublimation
(a) (A)-(iii), (B)-(iv), (C)-(i), (D)-(ii)
(b) (A)-(iv), (B)-(iii), (C)-(i), (D)-(ii)
(c) (A)-(ii), (B)-(iv), (C)-(i), (D)-(iii)
(d) (A)-(iii), (B)-(i), (C)-(iv), (D)-(ii)
Show Answer & Explanation
Answer: (a) (A)-(iii), (B)-(iv), (C)-(i), (D)-(ii)
Explanation:
1. Insoluble sawdust is filtered from water; iodine sublimes, leaving sand.
2. Salt is recovered from solution by evaporation; cream is separated from curd by centrifugation.
Teacher's Note:
1. Sublimable solids (iodine, camphor, ammonium chloride) separate by sublimation.
2. Match the method to the property that differs.
Given that, at room temperature:
Density of aluminium = 2.7 g/cm³
Density of lead = 11.29 g/cm³
Density of zinc = 7.13 g/cm³
How would the buoyant force on the lead block (BF)lead, on the aluminium block (BF)alum and on the zinc block (BF)zinc compare with each other?
(a) (BF)alum > (BF)zinc > (BF)lead
(b) (BF)zinc > (BF)alum > (BF)lead
(c) (BF)lead > (BF)zinc > (BF)alum
(d) (BF)lead = (BF)zinc = (BF)alum
Show Answer & Explanation
Answer: (d) (BF)lead = (BF)zinc = (BF)alum
Explanation:
1. Buoyant force equals the weight of the water displaced, ρ(water) × V × g.
2. The blocks have the same volume and are fully submerged, so the same volume of water is displaced.
3. Hence the buoyant forces are equal.
Teacher's Note:
1. Buoyant force does not depend on the density of the object.
2. Density only decides whether it sinks or floats.
Assertion (A): Tap water is a good conductor of electricity.
Reasoning (R): Tap water contains impurities in the form of dissolved salts.
(a) Both (A) and (R) are true and (R) is the correct explanation of (A).
(b) Both (A) and (R) are true but (R) is not the correct explanation of (A).
(c) (A) is true but (R) is false.
(d) (A) is false but (R) is true.
Show Answer & Explanation
Answer: (a) Both (A) and (R) are true and (R) is the correct explanation of (A).
Explanation:
1. Tap water contains dissolved salts that give ions, so (R) is true.
2. These ions carry current, which is why tap water conducts; (R) explains (A).
Teacher's Note:
1. Pure distilled water is a poor conductor.
2. Never test electrical appliances with wet hands.
(a) Onion, Turnip
(b) Turnip, Carrot
(c) Carrot, Potato
(d) Potato, Peas
Show Answer & Explanation
Answer: (b) Turnip, Carrot
Explanation:
1. Turnip and carrot are tap roots modified to store food.
2. Onion is a modified bulb and potato a modified stem tuber.
Teacher's Note:
1. Sweet potato and radish are also modified roots.
2. Do not confuse underground stems with roots.
(a) Cholera, typhoid
(b) Typhoid, measles
(c) Measles, AIDS
(d) Measles, chickenpox
Show Answer & Explanation
Answer: (a) Cholera, typhoid
Explanation:
1. Cholera and typhoid are caused by bacteria.
2. Measles, AIDS and chickenpox are viral diseases.
Teacher's Note:
1. Bacterial: cholera, typhoid, TB, tetanus. Viral: measles, polio, AIDS.
2. Antibiotics work against bacteria, not viruses.
(a) 14.4 km/h
(b) 15 km/h
(c) 15.5 km/h
(d) 16 km/h
Show Answer & Explanation
Answer: (a) 14.4 km/h
Explanation:
1. Time going = 10/12 h and time returning = 10/18 h; total time = 0.8333 + 0.5556 = 1.3889 h.
2. Total distance = 20 km, so average speed = 20/1.3889 = 14.4 km/h.
Teacher's Note:
1. Average speed is total distance over total time, not the mean of the speeds.
2. For equal distances it is the harmonic mean 2ab/(a+b) = 432/30.
(a) Nuts
(b) Spinach
(c) Rice
(d) Butter
Show Answer & Explanation
Answer: (b) Spinach
Explanation:
1. Fatigue, dizziness and low haemoglobin suggest iron-deficiency anaemia.
2. Spinach is rich in iron, so it helps make haemoglobin.
Teacher's Note:
1. Iron-rich foods: green leafy vegetables, jaggery, legumes.
2. Vitamin C helps iron absorption.
(A) Pasteurisation (i) Adding specific substances to food items to prevent its spoilage
(B) Fermentation (ii) Boiling and sudden cooling of milk to prevent the growth of bacteria
(C) Vaccination (iii) Conversion of sugar into alcohol by the action of yeast
(D) Preservative (iv) Introducing inactive or weakened disease-causing micro-organism into an animal's body to trigger its immunity response
(a) (A)-(ii), (B)-(iv), (C)-(i), (D)-(ii)
(b) (A)-(ii), (B)-(iii), (C)-(iv), (D)-(i)
(c) (A)-(iv), (B)-(i), (C)-(ii), (D)-(iii)
(d) (A)-(ii), (B)-(iii), (C)-(i), (D)-(iv)
Show Answer & Explanation
Answer: (b) (A)-(ii), (B)-(iii), (C)-(iv), (D)-(i)
Explanation:
1. Pasteurisation matches (ii); fermentation matches (iii).
2. Vaccination matches (iv); a preservative matches (i).
3. So (A)-(ii), (B)-(iii), (C)-(iv), (D)-(i).
Teacher's Note:
1. Pasteurisation heats milk then cools it quickly.
2. Vaccines contain weakened or killed germs.
In 1822, a man named Alexis St. Martin was badly hit by a shot-gun. The bullet had seriously damaged the chest wall and made a hole in his stomach. He was brought to an American army doctor William Beaumont who saved the patient but could not close the hole properly and left it bandaged. He used this as an opportunity to see the inside of the stomach to gain some understanding about the process of digestion.
Which of the following understanding(s) about development of scientific knowledge is conveyed in this paragraph?
A. Science proceeds systematically according to pre-determined steps
B. Science requires careful observation and creative response to situations
(a) Only A
(b) Only B
(c) A and B
(d) Neither A nor B
Show Answer & Explanation
Answer: (b) Only B
Explanation:
1. Beaumont did not plan the study; he saw a chance and observed carefully, a creative response to an unexpected situation.
2. So B is conveyed, while A (fixed pre-determined steps) is not.
Teacher's Note:
1. NCF stresses that there is no single fixed 'scientific method'.
2. Chance events plus careful observation often drive discovery.
(a) reddish brown coating of copper oxide and copper hydroxide
(b) greenish coating of copper hydroxide and copper carbonate
(c) white coating of copper carbonate and copper oxide
(d) green coating of copper sulphide and copper carbonate
Show Answer & Explanation
Answer: (b) greenish coating of copper hydroxide and copper carbonate
Explanation:
1. Copper reacts with moisture, CO₂ and oxygen in the air.
2. This forms a green layer of basic copper carbonate and copper hydroxide.
Teacher's Note:
1. This green layer on copper is called verdigris.
2. Rusting is for iron; copper corrodes green.
A. Measles is caused by bacteria
B. Malaria is caused by Plasmodium
C. Typhoid is caused by bacteria
D. Leprosy is caused by virus
(a) A, C
(b) B, C
(c) B, C, D
(d) A, C, D
Show Answer & Explanation
Answer: (b) B, C
Explanation:
1. Malaria is caused by the protozoan Plasmodium (B true).
2. Typhoid is caused by bacteria (C true).
3. Measles is viral and leprosy is bacterial, so A and D are false.
Teacher's Note:
1. Leprosy is caused by Mycobacterium leprae.
2. Sort diseases by cause: virus, bacterium, protozoan.
(a) Ability to learn scientific facts
(b) Ability to recall the formulae to solve problems
(c) Ability to understand the process of scientific inquiry
(d) Ability to recall the contributions of great scientists
Show Answer & Explanation
Answer: (c) Ability to understand the process of scientific inquiry
Explanation:
1. NCF-2005 stresses the process of science over the memorisation of facts.
2. Understanding scientific inquiry is a skill that transfers to new situations and helps learners learn how to learn.
Teacher's Note:
1. NCF aims to reduce rote learning.
2. Facts change; the method of inquiry stays useful.
(a) Pseudoscience is unpopular and has no followers.
(b) Pseudoscientific theories are formulated in a manner that they cannot be tested for incorrectness.
(c) Pseudoscientific theories do not typically use scientific terms like force, energy, etc.
(d) Pseudoscience just describes facts and makes no predictions.
Show Answer & Explanation
Answer: (b) Pseudoscientific theories are formulated in a manner that they cannot be tested for incorrectness.
Explanation:
1. Scientific theories are falsifiable, meaning they can be tested and shown wrong.
2. Pseudoscientific claims are framed so that no test can refute them.
Teacher's Note:
1. Popper's falsifiability separates science from pseudoscience.
2. Pseudoscience often borrows scientific words, so option c is false.
(a) The strategy is appropriate because the conceptual framework was explained right in the beginning.
(b) The strategy is inappropriate because more materials should have been taken.
(c) The strategy is appropriate but the formula for density should also have been stated in the beginning.
(d) The strategy is inappropriate because it is too prescriptive and there is no scope for investigation.
Show Answer & Explanation
Answer: (d) The strategy is inappropriate because it is too prescriptive and there is no scope for investigation.
Explanation:
1. Inquiry-oriented teaching lets students observe, hypothesise and discover the rule themselves.
2. Here the teacher stated the rule first and students only watched, leaving no scope for investigation.
Teacher's Note:
1. Inquiry means the concept emerges from the learners' investigation.
2. Telling the conclusion first is the common error.
(a) Students formulate clear arguments to differentiate myths from science
(b) Students recall the relevant formulae and laws.
(c) Students are able to establish a relationship between cause and effect.
(d) Students can differentiate between valid and invalid evidence
Show Answer & Explanation
Answer: (b) Students recall the relevant formulae and laws.
Explanation:
1. Rational thinking involves arguing, judging evidence and reasoning about cause and effect.
2. Recalling formulae and laws is memory, not reasoning.
Teacher's Note:
1. Recall is a lower-order skill.
2. Pick indicators that show reasoning and evaluation.
(a) Length of wire would be a dependent variable.
(b) Resistance of the wire would be a dependent variable.
(c) Temperature of the wire is to be selected as a controlled variable.
(d) Length of the wire would be a controlled variable.
Show Answer & Explanation
Answer: (b) Resistance of the wire would be a dependent variable.
Explanation:
1. Temperature is deliberately varied, so it is the independent variable.
2. Resistance is measured, so it is the dependent variable.
3. Length is kept fixed, so it is a controlled variable; hence only option b is right.
Teacher's Note:
1. Independent = changed, dependent = measured, controlled = fixed.
2. Both b and d sound right at first, but d says 'length would be controlled' which is also true; check the exact wording of each option.
(a) Strictly disallowing the use of mother tongue for formulating scientific explanations.
(b) Encouraging students to consider science teachers as the ultimate authority on knowledge.
(c) Encouraging students to freely describe their erroneous understandings of a given phenomenon.
(d) Discouraging students from consulting each other.
Show Answer & Explanation
Answer: (c) Encouraging students to freely describe their erroneous understandings of a given phenomenon.
Explanation:
1. Learners hold prior ideas, including misconceptions, and these have to come out before they can be reworked.
2. The other options restrict language, promote authority or block collaboration, which are undesirable.
Teacher's Note:
1. Constructivism: build on and restructure learners' existing ideas.
2. A non-threatening climate encourages expression.
Which pedagogic device is the teacher employing?
(a) Analogy
(b) Argument
(c) Thought experiment
(d) Virtual experiment
Show Answer & Explanation
Answer: (a) Analogy
Explanation:
1. The teacher compares an unfamiliar idea (current) with a familiar one (water flow).
2. Explaining one thing through its similarity to another is an analogy.
Teacher's Note:
1. Analogies are useful but have limits (electrons are not water).
2. State where an analogy breaks down.
(a) They help in connecting textbook knowledge with the real world.
(b) These are an enjoyable way to pass time.
(c) These provide an opportunity to carry out group assessment.
(d) These provide an effective strategy to manage large-sized classes.
Show Answer & Explanation
Answer: (a) They help in connecting textbook knowledge with the real world.
Explanation:
1. Field visits give first-hand experience of what is studied in books.
2. Fun, assessment or class management are not their main educational aim.
Teacher's Note:
1. Link learning to life is an NCF-2005 theme.
2. Enjoyment is a by-product, not the objective.
(a) Convince students that the science subject is not meant for all.
(b) Begin your teaching with concepts that are familiar to students and gradually move towards unfamiliar ones.
(c) Encourage students to try out their ideas.
(d) Admit that scientific knowledge has its limitations.
Show Answer & Explanation
Answer: (a) Convince students that the science subject is not meant for all.
Explanation:
1. Science education should be for all, which is the NCF and RTE position.
2. Telling students science is not for all is discriminatory; the other practices are sound.
Teacher's Note:
1. NCF-2005 stresses 'science for all'.
2. Admitting limits of science shows its true nature.
(a) much more than 10°C
(b) much less than 10°C
(c) almost equal to 10°C
(d) Cannot be predicted
Show Answer & Explanation
Answer: (c) almost equal to 10°C
Explanation:
1. Both bottles were kept overnight in the same refrigerator, so they reached thermal equilibrium with it.
2. Measured at once, they are at nearly the same temperature, about 10°C. Touch feels different only because of conductivity.
Teacher's Note:
1. Glass feels colder because it conducts heat from the hand faster, not because it is colder.
2. Temperature and feel of hotness are different ideas.
Assertion (A): Fruits and vegetables like apple, tomato, kiwi, cucumber and peaches should be peeled before eating.
Reason (R): The peel of some fruits and vegetables contains the maximum amount of fibres.
(a) A and R are true and R is the correct explanation of A
(b) A and R are true and R is not the correct explanation of A
(c) A is true but R is false
(d) A is false but R is true
Show Answer & Explanation
Answer: (d) A is false but R is true
Explanation:
1. Peels are rich in fibre and nutrients, so R is true.
2. Hence these fruits should not be peeled (after washing), so A is false.
Teacher's Note:
1. Fibre aids digestion and prevents constipation.
2. Wash the produce well rather than peeling.
(a) instruct students to learn how to read
(b) inform parents about the problem
(c) use stories and science literature
(d) inform a special educator
Show Answer & Explanation
Answer: (c) use stories and science literature
Explanation:
1. Students who cannot read still need to learn science, so the teacher should find alternative ways to engage them.
2. Stories and science literature (read aloud, with pictures and talk) engage them and build language too.
Teacher's Note:
1. Do not label or blame learners.
2. Use varied, multi-sensory resources to include all.
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Multiple Choice Questions (MCQs) for CTET Science
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FAQs
You can get most exhaustive CTET Science Paper 2 MCQs with Answers Set 04 for free on StudiesToday.com. These MCQs for CTET are updated for the 2026-27 academic session as per CTET examination standards.
Yes, our CTET Science Paper 2 MCQs with Answers Set 04 include the latest type of questions, such as Assertion-Reasoning and Case-based MCQs. 50% of the CTET paper is now competency-based.
By solving our CTET Science Paper 2 MCQs with Answers Set 04, CTET students can improve their accuracy and speed which is important as objective questions provide a chance to secure 100% marks in the .
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