Practice MCQs for CTET Science
Explore reliable objective questions for Science tailored for CTET learners. Utilizing these multiple-choice formats ensures thorough preparation and strengthens problem-solving speed for upcoming school assessments.
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View or download the dedicated Science MCQ resource below. Practicing these 50 objective questions regularly builds familiarity with standard exam patterns and helps secure higher marks in final evaluations.
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) Iodine
(b) Bromine
(c) Sulphur
(d) Chlorine
Show Answer & Explanation
Answer: (a) Iodine
Explanation:
1. Tincture of iodine is a common antiseptic applied to wounds.
2. Bromine and chlorine are too harsh and toxic for skin; sulphur is not used as a wound antiseptic.
Teacher's Note:
1. Chlorine is used to disinfect water, iodine to treat wounds.
2. Antiseptics are for living tissue; disinfectants are for objects.
Assertion (A): Hen lays eggs and chicks are hatched in about 3 weeks.
Reason (R): Internal fertilization takes place in hens.
(a) (A) is true but (R) is false
(b) (R) is true but (A) is false
(c) Both (A) and (R) are true but (R) is not correct explanation of (A)
(d) Both (A) and (R) are true and (R) is correct explanation of (A)
Show Answer & Explanation
Answer: (c) Both (A) and (R) are true but (R) is not correct explanation of (A)
Explanation:
1. A hen lays eggs and chicks hatch after about 21 days, so A is true.
2. Fertilisation in hens is internal, so R is true.
3. The time taken to hatch is due to embryo development, not to the type of fertilisation, so R does not explain A.
Teacher's Note:
1. Always test whether R really explains A.
2. Internal fertilisation explains how the egg forms, not the 3-week period.
(a) the reflection of light from two plane mirrors arranged parallel to one another.
(b) multiple reflection from three inclined plane mirrors.
(c) reflection of light from two plane mirrors arranged perpendicular to one another.
(d) multiple reflection from two inclined plane mirrors.
Show Answer & Explanation
Answer: (b) multiple reflection from three inclined plane mirrors.
Explanation:
1. A kaleidoscope has three plane mirror strips inclined at 60° forming a triangular tube.
2. Multiple reflections of coloured objects produce symmetric patterns.
Teacher's Note:
1. Three mirrors at 60° is the standard textbook arrangement.
2. Two mirrors at an angle give a different number of images.
(a) Insisting on demonstration of correct results by students.
(b) Assigning tasks that require sophisticated gadgets.
(c) Allowing students to discuss the possible sources of error among themselves.
(d) Rigidly following the textbook in terms of the prescribed steps and material required.
Show Answer & Explanation
Answer: (c) Allowing students to discuss the possible sources of error among themselves.
Explanation:
1. Investigations should develop critical thinking, not just correct results.
2. Discussing possible sources of error builds reasoning and understanding of the nature of experiments.
3. The other options are rigid or impractical.
Teacher's Note:
1. Errors are learning opportunities.
2. Use simple, low-cost materials.
(a) Providing the students with a clear and elaborate statement of Archimedes' principle.
(b) Engaging the students in floating and sinking activities with carefully selected materials.
(c) Demonstrating the apparent loss in weight of objects when dipped in different liquids.
(d) Explaining in detail the concepts of density and buoyant force.
Show Answer & Explanation
Answer: (b) Engaging the students in floating and sinking activities with carefully selected materials.
Explanation:
1. Inquiry teaching starts with exploration and experience.
2. Floating and sinking activities come first; demonstration, explanation and the statement of the principle follow.
Teacher's Note:
1. Order: explore, explain, then state the law.
2. Do not begin with the formal statement.
(a) egg, sperm.
(b) egg, embryo.
(c) sperm, embryo.
(d) zygote, embryo.
Show Answer & Explanation
Answer: (a) egg, sperm.
Explanation:
1. An egg and a sperm are each a single cell.
2. A zygote is also one cell, but an embryo is a many-celled ball of cells, so options (b), (c) and (d) each contain an embryo.
Teacher's Note:
1. Gametes and the zygote are single cells; the embryo is multicellular.
2. Option (b) originally read 'egg, zygote', which would also be correct, so it was edited.
Material, Melting Point, Resistivity:
x: High, Low
y: High, High
z: Low, High
w: Low, Low
(a) x
(b) y
(c) z
(d) w
Show Answer & Explanation
Answer: (c) z
Explanation:
1. A fuse wire must melt easily when excess current flows, so it needs a low melting point.
2. It must also heat up quickly (heating = I²R), so it needs high resistivity. Material z has both.
Teacher's Note:
1. Fuse wire is usually a tin-lead alloy.
2. Remember: low melting point and high resistivity.
A- 800 m/s
B- 8 km/s
C- 8 km/min
D- 8000 km/hour
Which of the following represents correct order of speeds?
(a) C < D < A < B
(b) B < D < A < C
(c) A < B < C < D
(d) C < A < D < B
Show Answer & Explanation
Answer: (d) C < A < D < B
Explanation:
1. Convert to m/s: A = 800; B = 8000; C = 8000/60 ≈ 133.3; D = 8000×1000/3600 ≈ 2222.2.
2. Order: C (133.3) < A (800) < D (2222) < B (8000).
Teacher's Note:
1. Always convert all speeds to one unit before comparing.
2. 1 km/h = 5/18 m/s is the usual shortcut.
(a) should be ignored by teacher as they are irrelevant
(b) should be replaced by telling the correct ones
(c) should be challenged by counter evidence
(d) should be used for grading of correct understanding of concepts.
Show Answer & Explanation
Answer: (c) should be challenged by counter evidence
Explanation:
1. Constructivism says learners build on prior ideas, so naive conceptions cannot be ignored.
2. Simply telling the correct idea rarely changes them; conceptual change happens when children meet evidence that conflicts with their idea.
Teacher's Note:
1. This is the idea of cognitive conflict leading to conceptual change.
2. Alternative conceptions are starting points for teaching, not errors to punish.
(a) promotes conceptual understanding
(b) leads to conceptual gaps
(c) leads to confusion
(d) enhances procedural knowledge
Show Answer & Explanation
Answer: (a) promotes conceptual understanding
Explanation:
1. Non-examples show what the concept is not, which sharpens its boundaries.
2. Contrasting examples and non-examples helps learners understand the concept properly.
Teacher's Note:
1. Concept attainment uses both positive and negative instances.
2. Example: showing a non-living thing helps define 'living'.
(a) Standardized assessment
(b) Individualized instructional plans
(c) Uniform curriculum and instruction
(d) Instruction by special educators
Show Answer & Explanation
Answer: (b) Individualized instructional plans
Explanation:
1. Inclusion means every learner's needs are met in the same classroom.
2. This needs flexible, individualised plans, not uniform teaching or testing.
Teacher's Note:
1. Inclusive classes use differentiated instruction and adapted assessment.
2. The regular teacher is responsible; special educators only support.
S1 - The bar magnet comes to rest in such a position that one end points in the north and the other in the south direction
S2 - A freely suspended magnet aligns in North-South direction
Which of the following statements is/are correct?
(a) S1 is observation and S2 is inference
(b) S1 is inference and S2 is observation
(c) Both S1 and S2 are observations
(d) Both S1 and S2 are inferences
Show Answer & Explanation
Answer: (a) S1 is observation and S2 is inference
Explanation:
1. S1 describes what was actually seen in this one magnet, so it is an observation.
2. S2 is a general statement about all freely suspended magnets, drawn from observation, so it is an inference.
Teacher's Note:
1. Observation is what is directly seen; inference is a generalisation or explanation.
2. General statements using 'a' or 'any' are usually inferences.
(a) Why is Venus called an evening star?
(b) Why does lunar eclipse take place on a full moon day?
(c) What would happen if the periods of rotation and revolution of moon were not the same?
(d) Why is Mercury the hottest planet?
Show Answer & Explanation
Answer: (c) What would happen if the periods of rotation and revolution of moon were not the same?
Explanation:
1. A divergent question has many possible answers and calls for imagination.
2. The 'what would happen if' question is open-ended; the others have one factual answer.
Teacher's Note:
1. Convergent questions have one correct answer; divergent ones invite varied thinking.
2. 'What if' and 'suppose' questions are typical divergent questions.
(A) Use gender sensitive language
(B) Invite women scientists to class
(C) Engage students in examining stereotypes
(D) Make gender based groups in class
(E) Have separate instruction for girls
(a) (A), (B), (D)
(b) (A), (B), (C)
(c) (C), (D), (E)
(d) (A), (B), (E)
Show Answer & Explanation
Answer: (b) (A), (B), (C)
Explanation:
1. Sensitive language, women role models and examining stereotypes all support girls.
2. Gender-based groups and separate instruction (D, E) reinforce stereotypes.
Teacher's Note:
1. Gender-responsive teaching is inclusive, not segregating.
2. Role models and discussion break stereotypes.
(a) Same tasks should be given to all learners for parity
(b) Learners' wrong answers should be ignored
(c) Learners' reasoning should be given importance
(d) Importance should be given to precise vocabulary and definitions
Show Answer & Explanation
Answer: (c) Learners' reasoning should be given importance
Explanation:
1. Meaningful assessment checks understanding, which shows in a learner's reasoning.
2. Ignoring wrong answers or stressing definitions only tests recall.
Teacher's Note:
1. Wrong answers reveal alternative conceptions and guide teaching.
2. NCF favours assessment of understanding over memorisation.
A. Giving more opportunity to girls.
B. Using gender sensitive resources in class.
C. Discussing stereotypes about science.
D. Arranging remedial classes for girls and boys separately
(a) B and C
(b) A and D
(c) A
(d) B
Show Answer & Explanation
Answer: (a) B and C
Explanation:
1. Gender sensitive resources and open discussion of stereotypes make teaching gender responsive.
2. Giving more opportunity to only one gender, or separate classes, is not equitable.
Teacher's Note:
1. Gender responsive means equal, unbiased treatment and challenging stereotypes.
2. Segregated classes are not gender responsive.
A. A convex mirror always forms a virtual and diminished image
B. A concave lens always forms a virtual and diminished image
C. A concave mirror can form a real diminished as well as virtual diminished image
D. A convex lens while used as a magnifier makes a real and magnified image
The correct statements are:
(a) A, B and C
(b) B, C and D
(c) only A and B
(d) A, B and D
Show Answer & Explanation
Answer: (c) only A and B
Explanation:
1. A convex mirror and a concave lens always give virtual, erect, diminished images, so A and B are true.
2. A concave mirror forms a virtual image only when the object is close, and that image is magnified, so C is false. A magnifier forms a virtual image, so D is false.
Teacher's Note:
1. Virtual images from a concave mirror are always magnified.
2. A magnifying glass gives a virtual, enlarged, erect image.
(a) Both take place in plants during day time
(b) Respiration takes place during night and photosynthesis during day time
(c) Respiration takes place during night and day whereas photosynthesis takes place during day time
(d) Both take place during day and night
Show Answer & Explanation
Answer: (c) Respiration takes place during night and day whereas photosynthesis takes place during day time
Explanation:
1. Photosynthesis needs light, so it occurs only in the day.
2. Respiration goes on in all living cells all the time, both day and night.
Teacher's Note:
1. Respiration is continuous; in daytime its CO₂ is used up in photosynthesis.
2. Do not say plants respire only at night.
(a) They involve observation, identification of pattern and hypotheses formulation
(b) They involve devising qualitative or mathematical models and deducing their consequences
(c) They rely only on sensorial data as the ultimate evidence
(d) They aim at verification/falsification of theory observation and controlled experiments
Show Answer & Explanation
Answer: (c) They rely only on sensorial data as the ultimate evidence
Explanation:
1. Scientists also use instruments, models, mathematics and reasoning, not only the senses.
2. So relying only on sensorial data is never true of scientific studies.
Teacher's Note:
1. Evidence in science is often gathered with instruments beyond the senses.
2. The word 'only' makes a statement too narrow.
(a) Including illustrative examples from rural, urban and tribal context in your explanations
(b) Having high expectations from 'scientifically talented' students while having moderate expectations from those who lack scientific aptitude
(c) As a teacher, demonstrating that you are comfortable studying and doing science and thus presenting yourself as a role model
(d) By emphasising the contributions of people from all cultures to the enterprise of science
Show Answer & Explanation
Answer: (b) Having high expectations from 'scientifically talented' students while having moderate expectations from those who lack scientific aptitude
Explanation:
1. Different expectations for different students is labelling and discourages some learners.
2. The other options include all learners and are suitable.
Teacher's Note:
1. Teacher expectations affect learner performance (Pygmalion effect).
2. Keep high expectations for every learner.
A, B and C are respectively:
(a) Arteries, oxygen, thick
(b) Arteries, oxygen, thin
(c) Veins, carbon dioxide, thick
(d) Veins, carbon dioxide, thin
Show Answer & Explanation
Answer: (d) Veins, carbon dioxide, thin
Explanation:
1. Vessels carrying blood to the heart are veins.
2. Veins carry deoxygenated blood rich in carbon dioxide and have thin walls.
Teacher's Note:
1. Arteries carry blood away from the heart and have thick, elastic walls.
2. Exception: pulmonary vein carries oxygenated blood.
Substance, Mode of storage in lab:
A: in kerosene
B: in glass bottle
C: under water
D: in plastic bottle
(a) A-Sodium, B-Sodium hydroxide pellets, C-Phosphorus, D-Mercury
(b) A-Phosphorus, B-Mercury, C-Sodium, D-Sodium hydroxide pellets
(c) A-Sodium, B-Mercury, C-Phosphorus, D-Sodium hydroxide pellets
(d) A-Phosphorus, B-Mercury, C-Sodium, D-Sodium hydroxide
Show Answer & Explanation
Answer: (c) A-Sodium, B-Mercury, C-Phosphorus, D-Sodium hydroxide pellets
Explanation:
1. Sodium is reactive and stored in kerosene; white phosphorus catches fire in air and is stored under water.
2. Mercury is stored in a glass bottle, and NaOH pellets (which attack glass) in plastic.
Teacher's Note:
1. Store each substance to avoid reaction with air or water.
2. Sodium must never be kept in water.
(a) steel container as steel does not rust
(b) plastic container as it is inexpensive
(c) glass container as it does not react
(d) tin container as it does not react
Show Answer & Explanation
Answer: (c) glass container as it does not react
Explanation:
1. Pickle contains acids (vinegar, citric acid) and salt, which react with metals.
2. Glass does not react with acids, so it is the safe choice.
Teacher's Note:
1. Metal containers can corrode and spoil the pickle.
2. Tin does react with acids over time.
(A) long penetrating roots
(B) needle like leaves
(C) sloping branches
(D) waxy, thick stem
(E) leaves with waxy coating
(a) (A), (B), (D)
(b) (B) and (C)
(c) (B), (C), (D)
(d) (A) and (C)
Show Answer & Explanation
Answer: (b) (B) and (C)
Explanation:
1. Mountain conifers have needle-like leaves so snow slips off and water loss is low.
2. They have sloping branches so snow slides off. Long roots and waxy stems are desert features.
Teacher's Note:
1. Conifers such as pine and deodar are mountain trees.
2. Learn desert versus mountain adaptations separately.
(a) fertilisation of one egg by one sperm
(b) fertilisation of one egg by two sperms
(c) fertilisation of two eggs by one sperm
(d) fertilisation of two eggs by two sperms
Show Answer & Explanation
Answer: (d) fertilisation of two eggs by two sperms
Explanation:
1. Two eggs are released together and each is fertilised by a separate sperm.
2. This makes two genetically different zygotes.
Teacher's Note:
1. Identical twins come from one zygote splitting in two.
2. Fraternal twins may be of different sex.
(a) The pressure due to water increases as one goes down
(b) The pressure due to water decreases as one goes down
(c) It is easy to swim with special suits
(d) They do not get wet with special suit
Show Answer & Explanation
Answer: (a) The pressure due to water increases as one goes down
Explanation:
1. Pressure in a liquid is P = hρg, so it grows with depth.
2. Suits protect against this high pressure, and cylinders give oxygen under water.
Teacher's Note:
1. Pressure increases with depth in a fluid.
2. Dams are thicker at the bottom for the same reason.
(a) Heat is added to the system
(b) Heat is removed from the system
(c) Heat is neither added nor removed
(d) Heat is first added and then removed
Show Answer & Explanation
Answer: (a) Heat is added to the system
Explanation:
1. Melting is endothermic: ice absorbs latent heat of fusion.
2. So heat is added to the system.
Teacher's Note:
1. Freezing releases heat; melting absorbs heat.
2. Temperature stays at 0 °C during melting.
(a) electrostatic force, force of friction, magnetic force
(b) muscular force, force of friction, gravitational force
(c) drag, muscular force, force of friction
(d) gravitational force, electrostatic force, drag
Show Answer & Explanation
Answer: (c) drag, muscular force, force of friction
Explanation:
1. Muscular force, friction and drag need contact between objects.
2. Gravitational, electrostatic and magnetic forces act without contact.
Teacher's Note:
1. Non-contact forces act at a distance.
2. Check each option for one non-contact force.
(a) Red cabbage leaves and turmeric
(b) Salt and turmeric
(c) Banana leaves and cabbage leaves
(d) Lemon juice and turmeric
Show Answer & Explanation
Answer: (a) Red cabbage leaves and turmeric
Explanation:
1. Red cabbage extract and turmeric change colour in acids and bases.
2. Salt, banana leaves and lemon juice are not indicators.
Teacher's Note:
1. Natural indicators include litmus, turmeric, China rose and red cabbage.
2. Lemon juice is an acid, not an indicator.
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Science Objective Questions & Solutions for CTET
CTET Science Objective Test Questions
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FAQs
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By solving our CTET Science Paper 2 MCQs with Answers Set 07, 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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