Objective Questions and Answers: Science
Review structured MCQ sets for CTET Science. Built according to official CTET guidelines, these downloadable questions support daily revision and core concept reinforcement.
Download Science MCQs with Answers
Access the complete set of multiple-choice questions for Science below. This focused format allows students to isolate specific topics for thorough review and uninterrupted practice alongside official CTET textbooks.
These 29 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) Its external diameter increases and internal diameter decreases.
(b) Its external diameter decreases and internal diameter increases.
(c) Both external and internal diameter increases.
(d) Its external diameter remains unchanged and internal diameter increases.
Show Answer & Explanation
Answer: (c) Both external and internal diameter increases.
Explanation:
1. On heating, every linear dimension of a solid expands.
2. The hole in a ring expands just as if it were made of the same metal, like a photograph being enlarged.
3. So both the external and internal diameters increase.
Teacher's Note:
1. The hole does not shrink when the ring is heated.
2. The same idea explains why a tight metal lid is loosened by warming it.
(a) Science is meant for a chosen few.
(b) Teachers should set low expectations from students of rural backgrounds.
(c) Science benefits by insights from people with varied background.
(d) Boys are inherently better than girls at science.
Show Answer & Explanation
Answer: (c) Science benefits by insights from people with varied background.
Explanation:
1. NCF and RTE promote science for all, with equity and inclusion.
2. Diverse backgrounds bring varied perspectives and ideas, which enriches science.
3. The other options reflect elitism, low expectations and gender bias, which are rejected.
Teacher's Note:
1. Choose the option that is inclusive and free of bias.
2. Science education is meant for every child.
(a) Calcium, anaemia, vitamin D
(b) Iron, anaemia, vitamin C
(c) Iron, anaemia, vitamin A
(d) Calcium, osteoporosis, Vitamin D
Show Answer & Explanation
Answer: (b) Iron, anaemia, vitamin C
Explanation:
1. Iron is needed to make haemoglobin in red blood cells; its deficiency causes anaemia.
2. Vitamin C helps absorption of iron from food.
3. So X, Y, Z are iron, anaemia and vitamin C.
Teacher's Note:
1. Calcium and vitamin D go together for bones; iron and vitamin C go together for blood.
2. Eating citrus fruits with iron-rich food improves iron absorption.
(a) Application of theoretical principles to unfamiliar situations
(b) Long derivations of standard formulae
(c) Open ended questions
(d) Solving innovative problems
Show Answer & Explanation
Answer: (b) Long derivations of standard formulae
Explanation:
1. Open book tests assess understanding and application, not memory.
2. Long derivations of standard formulae can be copied straight from the book.
3. So such questions are not recommended.
Teacher's Note:
1. Open book tests need higher-order questions.
2. Avoid questions whose answers can simply be looked up.
(a) To encourage students to evaluate a subject from multiple perspectives
(b) To develop in students the habit of framing evidence-based arguments
(c) To lead all students to the clearly defined correct resolution of the issues
(d) To demonstrate the social-context of science
Show Answer & Explanation
Answer: (c) To lead all students to the clearly defined correct resolution of the issues
Explanation:
1. Socio-scientific issues are open-ended and have no single fixed answer.
2. Discussion aims at multiple perspectives, evidence-based arguments and the social context of science.
3. Leading all students to one fixed resolution defeats this purpose.
Teacher's Note:
1. Such issues (for example, use of nuclear energy) involve values as well as science.
2. Discussion builds reasoning, not a single memorised conclusion.
(a) Engage students in sound producing activities like plucking a stretched rubber-band
(b) Explain the process of sound production with the help of a diagram
(c) Introduce the concept of sound as a longitudinal wave
(d) Define the characteristics of a sound wave
Show Answer & Explanation
Answer: (a) Engage students in sound producing activities like plucking a stretched rubber-band
Explanation:
1. Constructivist science teaching begins with hands-on experience.
2. Plucking a rubber band lets students see and feel the vibration while hearing the sound.
3. Diagrams, definitions and wave theory come later.
Teacher's Note:
1. Move from concrete activity to abstract concept.
2. Activity first, terminology afterwards.
(a) Analogy
(b) Argument
(c) Thought experiment
(d) Virtual experiment
Show Answer & Explanation
Answer: (a) Analogy
Explanation:
1. The teacher compares cells with bricks to explain a new idea through a familiar one.
2. Explaining the unfamiliar by similarity with the familiar is an analogy.
Teacher's Note:
1. Analogies help but can mislead if pushed too far.
2. A thought experiment is an imagined situation reasoned through, not a comparison.
(a) To bring the schools closer to community and society
(b) To provide an opportunity to students to demonstrate their innovative ideas
(c) To provide a platform for exchange of ideas between different students and institutions
(d) To identify the specific conceptual difficulties of individual students
Show Answer & Explanation
Answer: (d) To identify the specific conceptual difficulties of individual students
Explanation:
1. Science fairs showcase ideas, build community links and let students exchange ideas.
2. Diagnosing the conceptual difficulties of individual students needs close classroom assessment, not a fair.
Teacher's Note:
1. Diagnostic assessment is done through questioning, tests and observation in class.
2. Fairs serve outreach and exhibition purposes.
(a) Showing the diagrams of the beaks of different birds
(b) Asking students to refer to an encyclopedia on birds
(c) Visiting a bird sanctuary and asking students to make observations
(d) Organizing a guest lecture on birds by an expert
Show Answer & Explanation
Answer: (c) Visiting a bird sanctuary and asking students to make observations
Explanation:
1. Students learn the link between structure and function best by direct observation.
2. At a sanctuary they see real birds, their beaks and what they eat.
3. The other options give second-hand information.
Teacher's Note:
1. Prefer first-hand experience and inquiry over passive methods.
2. Field observation develops observation and inference skills.
(a) At the primary stage, science and social science should be integrated as Environmental studies
(b) Science content at upper primary stage should be regarded as a diluted version of secondary school science
(c) At the secondary stage, the students should be engaged in learning science as a composite discipline
(d) At the higher secondary stage science should be introduced as separate disciplines
Show Answer & Explanation
Answer: (b) Science content at upper primary stage should be regarded as a diluted version of secondary school science
Explanation:
1. NCF recommends EVS at primary, general science at upper primary and secondary, and separate disciplines at higher secondary.
2. Upper primary science is not a watered-down version of secondary science; it has its own aims and approach.
3. So statement (b) does not match.
Teacher's Note:
1. Remember the stage-wise structure: EVS, general science, then separate subjects.
2. Each stage has its own purpose and should not be treated as a diluted version of the next.
(A) The colour of solution changes from blue to pale green.
(B) The brown coating gets formed on the iron nails.
(C) Iron displaces copper from its solution.
(D) Copper is less reactive than iron.
Classify the above statements as observations or inferences.
(a) (A) & (B) are observations; (C) & (D) are inferences
(b) (A), (B), (C) are observations; (D) is an inference
(c) All are observations
(d) (A) is observation; (B), (C) & (D) are inferences
Show Answer & Explanation
Answer: (a) (A) & (B) are observations; (C) & (D) are inferences
Explanation:
1. Colour change of the solution and the brown coating can be seen directly, so they are observations.
2. Displacement of copper and the relative reactivity are conclusions drawn from what was seen, so they are inferences.
Teacher's Note:
1. Observations use the senses; inferences explain them.
2. Reactivity order is always an inference.
(a) Descriptive statements about natural phenomena that are accessible to the senses
(b) Conclusions drawn on the basis of numerical data
(c) Clear and detailed explanations of natural phenomena
(d) Arguments formulated in favour of a particular line of reasoning
Show Answer & Explanation
Answer: (a) Descriptive statements about natural phenomena that are accessible to the senses
Explanation:
1. An observation is what is noticed directly through the senses (or instruments).
2. Conclusions, explanations and arguments are inferences or reasoning, not observations.
Teacher's Note:
1. Observation precedes inference.
2. Describe without interpreting.
Assertion (A): Temperature of a conductor is more than that of an insulator when kept in a room overnight.
Reason (R): Heat flows very slowly through conductors making them hot.
(a) (A) is true and (R) is the correct explanation for it
(b) (A) is false but (R) is true
(c) (A) and (R) are true but (R) is not the correct explanation
(d) Both (A) and (R) are false
Show Answer & Explanation
Answer: (d) Both (A) and (R) are false
Explanation:
1. Left overnight, all objects in the room reach the room temperature, so a conductor and an insulator have the same temperature; (A) is false.
2. Heat flows quickly, not slowly, through conductors; (R) is false.
Teacher's Note:
1. Thermal equilibrium means same temperature, whatever the material.
2. A conductor only feels colder to touch because it draws heat from the hand faster.
(a) It changes colour
(b) It gives off a pungent smell
(c) It becomes warm
(d) It shows a brown deposit
Show Answer & Explanation
Answer: (c) It becomes warm
Explanation:
1. HCl + NaOH → NaCl + H₂O is a neutralisation reaction.
2. Neutralisation is exothermic, so the test tube becomes warm.
3. No colour change, gas or deposit forms.
Teacher's Note:
1. Neutralisation gives salt, water and heat.
2. Without an indicator, no colour change is seen.
X: percolation rate high, aeration good, water holding capacity low
Y: percolation rate slow to medium, aeration moderate, water holding capacity moderate
Z: percolation rate very slow, aeration poor, water holding capacity high
Identify the type of soil on the basis of the information given.
(a) X-sand, Y-loam, Z-clay
(b) X-loam, Y-sand, Z-clay
(c) X-sand, Y-clay, Z-loam
(d) X-loam, Y-clay, Z-sand
Show Answer & Explanation
Answer: (a) X-sand, Y-loam, Z-clay
Explanation:
1. Sandy soil has large particles: water drains fast, air is plentiful and it holds little water.
2. Clay has very fine particles: slow drainage, poor aeration, high water holding.
3. Loam lies in between, so Y is loam.
Teacher's Note:
1. Sand, loam, clay: percolation falls and water holding rises.
2. Loam is best for most crops.
(a) The popularity and influence of the education organization or educator advocating the approach
(b) The potential of the approach to authentically present the content and process of science
(c) The potential of the approach in exciting students about science and its possibilities
(d) The extent to which the approach is supported by science education research
Show Answer & Explanation
Answer: (a) The popularity and influence of the education organization or educator advocating the approach
Explanation:
1. Approaches should be judged on educational merit: authenticity, engagement and research support.
2. The popularity or influence of the promoter says nothing about whether the approach works.
Teacher's Note:
1. Evidence, not reputation, should guide a choice of method.
2. Look for the option that is not about learning.
A. Eye of the storm is a calm area.
B. Very high pressure system is created with very high speed revolving around.
C. Tornadoes may form within cyclones.
D. Wind direction contributes to cyclone.
(a) A, B
(b) A, C, D
(c) A, B, D
(d) B, C, D
Show Answer & Explanation
Answer: (b) A, C, D
Explanation:
1. The eye of a cyclone is a calm region, so A is correct.
2. A cyclone is a very low pressure system, not high pressure, so B is wrong.
3. Tornadoes can form within cyclones and wind direction (the circulation) contributes, so C and D are correct.
4. The set A, C, D is option (b).
Teacher's Note:
1. Cyclone means low pressure at the centre with winds spiralling inward.
2. Watch for 'high pressure', which is the usual trap.
(a) copper sulphate, sugar solution, distilled water, salt water.
(b) sugar solution, distilled water, salt water, copper sulphate
(c) distilled water, salt water, copper sulphate, sugar solution
(d) salt water, copper sulphate, sugar solution, distilled water
Show Answer & Explanation
Answer: (a) copper sulphate, sugar solution, distilled water, salt water.
Explanation:
1. Solutions of ionic salts such as copper sulphate and salt water conduct electricity, so the bulb glows.
2. Sugar solution and distilled water have no free ions, so the bulb does not glow.
3. A and D must be copper sulphate and salt water, and B and C sugar solution and distilled water, which fits option (a).
Teacher's Note:
1. Conduction in liquids needs free ions.
2. Pure water and sugar solution are poor conductors.
(a) Physical and Reversible change
(b) Physical and Irreversible change
(c) Chemical and Reversible change
(d) Chemical and Irreversible change
Show Answer & Explanation
Answer: (d) Chemical and Irreversible change
Explanation:
1. Bacteria convert lactose into lactic acid and a new substance (curd) forms, so it is a chemical change.
2. Curd cannot be turned back into milk, so it is irreversible.
Teacher's Note:
1. A new substance and no going back signal a chemical change.
2. Other examples: rusting and burning.
(A) They lack cellular structure
(B) They contain DNA or RNA
(C) They are smallest living micro-organisms
(D) They can reproduce on their own
(a) (A) and (C)
(b) (A) and (B)
(c) (B) and (C)
(d) (C) and (D)
Show Answer & Explanation
Answer: (b) (A) and (B)
Explanation:
1. Viruses have no cell structure; they are made of genetic material in a protein coat, so A is correct.
2. They contain either DNA or RNA, so B is correct.
3. They reproduce only inside a host cell, so D is wrong, and calling them living is debatable, so C is not accepted.
Teacher's Note:
1. Viruses are on the border of living and non-living.
2. They multiply only inside living host cells.
(a) vibrating rod
(b) electrical conductor
(c) electromagnet
(d) barometer
Show Answer & Explanation
Answer: (a) vibrating rod
Explanation:
1. A seismograph has a vibrating rod or pendulum that moves relative to the shaking ground.
2. Its motion is recorded to show the earthquake's strength.
3. A barometer measures air pressure.
Teacher's Note:
1. Seismograph records; Richter scale measures magnitude.
2. Choose the mechanical vibrating part.
(a) increase, increase, decrease
(b) decrease, increase, increase
(c) increase, decrease, increase
(d) decrease, increase, decrease
Show Answer & Explanation
Answer: (c) increase, decrease, increase
Explanation:
1. Speed of sound is about 1500 m/s in water, 5000 m/s in iron and 340 m/s in air.
2. Water to iron: increase. Iron to air: decrease. Air to water: increase.
Teacher's Note:
1. Sound is fastest in solids, slower in liquids and slowest in gases.
2. Remember the order solid > liquid > gas.
(a) The water comes out of all the three holes with same force and falls at the same distance
(b) The water from the topmost hole comes out with the least force and falls at the minimum distance
(c) The water from the topmost hole comes out with most force and falls at the maximum distance
(d) The water from the bottom hole comes out with least force and falls at minimum distance
Show Answer & Explanation
Answer: (b) The water from the topmost hole comes out with the least force and falls at the minimum distance
Explanation:
1. Pressure in a liquid increases with depth.
2. The topmost hole has the least depth, so the least pressure, least force and shortest range.
Teacher's Note:
1. The lowest hole gives the strongest jet.
2. This also explains why dams are thicker at the bottom.
(a) Soils with slow percolation rate retain more moisture
(b) Roots of plants, humus and organic matter increases percolation rate
(c) Fast percolation rate helps in better absorption of water by roots
(d) Soils which have large particle size have slow percolation rate
Show Answer & Explanation
Answer: (b) Roots of plants, humus and organic matter increases percolation rate
Explanation:
1. Roots, humus and organic matter loosen the soil and improve its structure, which raises percolation rate.
2. Fast percolation drains water away, so roots absorb less; large particles give fast, not slow, percolation.
Teacher's Note:
1. Large particles give fast percolation; fine particles give slow percolation.
2. Compare each option with sand and clay.
(a) oviparous, internal
(b) oviparous, external
(c) viviparous, internal
(d) viviparous, external
Show Answer & Explanation
Answer: (a) oviparous, internal
Explanation:
1. Hens lay eggs, so they are oviparous.
2. The egg is fertilised inside the hen's body before the shell forms, so fertilisation is internal.
Teacher's Note:
1. Oviparous means egg-laying; viviparous means giving birth to young.
2. Frogs have external fertilisation; hens have internal.
(a) length of pendulum, mass of bob, material of the bob
(b) length of pendulum, distance between two extreme positions
(c) mass of the bob, material of the bob
(d) length of pendulum, shape of bob
Show Answer & Explanation
Answer: (c) mass of the bob, material of the bob
Explanation:
1. T = 2π√(L/g) depends on the length (and g).
2. It does not depend on mass or material of the bob, so (c) is the set it does not depend on.
3. Every other option includes the length.
Teacher's Note:
1. Check each option for length, which does matter.
2. Mass and material never matter.
(a) 6 hours, 40 km/hr
(b) 8 hours, 45 km/hr
(c) 8 hours, 47 km/hr
(d) 10 hours, 47 km/hr
Show Answer & Explanation
Answer: (b) 8 hours, 45 km/hr
Explanation:
1. Return time = 180 ÷ 60 = 3 hours, so the total time = 5 + 3 = 8 hours.
2. Total distance = 360 km.
3. Average speed = 360 ÷ 8 = 45 km/h.
Teacher's Note:
1. Average speed is total distance divided by total time, not the mean of the two speeds.
2. Going speed was 180 ÷ 5 = 36 km/h.
(a) long and thin
(b) Flat
(c) Disc shaped
(d) Branched
Show Answer & Explanation
Answer: (c) Disc shaped
Explanation:
1. RBCs are round biconcave discs.
2. This shape gives a large surface area for gas exchange.
Teacher's Note:
1. Remember RBCs as biconcave discs.
2. Their lack of nucleus leaves more room for haemoglobin.
(a) Atoms of X and Y are same
(b) Atoms of X and Y are present in Z
(c) Atoms of X, Y and Z are different
(d) The distribution of atoms in Z is different from both X and Y
Show Answer & Explanation
Answer: (a) Atoms of X and Y are same
Explanation:
1. Different elements have different atoms, so 'atoms of X and Y are same' is false.
2. The other statements correctly describe a compound formed from two elements.
Teacher's Note:
1. Each element has its own kind of atoms.
2. A compound has properties different from its elements.
Free study material for Science
Multiple Choice Questions (MCQs) for CTET Science
CTET Science Objective Test Questions
Review structured objective questions for CTET Science. Built according to official CTET guidelines, these MCQ sets support daily revision and core concept reinforcement.
NCERT-Aligned Objective Questions and Solutions
Each question includes structured solution keys mapped directly to standard CTET textbooks, helping students evaluate their reasoning and correct mistakes early in their revision.
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FAQs
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