Practice MCQs for CTET Science
Access targeted multiple-choice questions for Science designed to align with the latest CTET academic syllabus for CTET . These objective practice sets help students evaluate their conceptual understanding and improve exam readiness.
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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) Encourage students to frame answers in a prescribed manner.
(b) Assist students in developing models of inquiry.
(c) Guide students in the use of a multidisciplinary approach.
(d) Provide a rich variety of learning experiences to students.
Show Answer & Explanation
Answer: (a) Encourage students to frame answers in a prescribed manner.
Explanation:
1. Creativity needs freedom to think and express in different ways.
2. Forcing answers into a prescribed format restricts it, while inquiry, multidisciplinary links and varied experiences support it.
Teacher's Note:
1. Look for the option that limits original thinking.
2. Open-ended tasks and divergent answers foster creativity.
Have you heard about heavy rains in West Bengal and Odisha in 2021? Has anyone of you heard the term "Yaas"?
What could be the objective of the teacher behind asking these questions to students?
(a) To check general knowledge of students
(b) To make the class attentive.
(c) To contextualise the topic.
(d) To break the monotony of the class.
Show Answer & Explanation
Answer: (c) To contextualise the topic.
Explanation:
1. The questions refer to a recent real event (cyclone Yaas) connected to the topic.
2. Linking the lesson with students' surroundings and current events is contextualising the topic.
Teacher's Note:
1. Introductory questions that link to real life set the context for learning.
2. Contextual learning is stressed in NCF 2005.
(a) Sprinkler systems
(b) Drip System
(c) Dhekli System
(d) Rahut System
Show Answer & Explanation
Answer: (b) Drip System
Explanation:
1. In drip irrigation water falls drop by drop directly at the roots.
2. So there is very little loss by evaporation or run-off.
Teacher's Note:
1. Drip irrigation is best for water-scarce areas and fruit plants.
2. Dhekli and rahat are traditional lifting methods and lose more water.
(a) Rusting of iron and melting of ice-cream
(b) Freezing of ice-cream and dissolving of candy
(c) Burning of bread / roti and boiling of oil
(d) Burning of roti / bread and corrosion of copper.
Show Answer & Explanation
Answer: (b) Freezing of ice-cream and dissolving of candy
Explanation:
1. Freezing and dissolving change only state or appearance; no new substance forms.
2. Rusting, burning and corrosion form new substances, so they are chemical changes.
Teacher's Note:
1. Physical change: no new substance, usually reversible.
2. Burning and rusting are always chemical changes.
(a) Neutralization of sodium chloride
(b) Sublimation of ammonium chloride
(c) Decomposition reaction
(d) Combination reaction.
Show Answer & Explanation
Answer: (b) Sublimation of ammonium chloride
Explanation:
1. Ammonium chloride changes directly from solid to vapour on heating (sublimation).
2. Sodium chloride is unchanged, so the two can be separated by sublimation.
Teacher's Note:
1. Sublimable solids like NH₄Cl, camphor and iodine can be separated from non-sublimable ones.
2. The vapour re-forms as solid on a cold surface.
(a) X and Y are salt
(b) Y is a base and X can not be known with limited information
(c) Y is base and X is acid
(d) X is base and Y is acid
Show Answer & Explanation
Answer: (c) Y is base and X is acid
Explanation:
1. Turmeric turns brick red in a base, so Y is a base.
2. Red colour fades when Y is poured into X because X neutralises the base, so X is an acid.
Teacher's Note:
1. Turmeric stays yellow in acids and neutral solutions.
2. Fading of colour after mixing shows neutralisation.
(a) The major excretory product in humans is urea.
(b) Aquatic animals have no need to excrete.
(c) Animals like lizards excrete ammonia gas.
(d) Human urine normally consists of 50% water and 50% urea.
Show Answer & Explanation
Answer: (a) The major excretory product in humans is urea.
Explanation:
1. Humans mainly excrete urea (ureotelic).
2. All animals must excrete; lizards excrete uric acid, and urine is about 95% water.
Teacher's Note:
1. Ammonotelic: aquatic animals; ureotelic: mammals; uricotelic: birds and reptiles.
2. Urine is mostly water.
Reason: Penguins huddle together to keep each other warm.
(a) both Assertion and Reason are correct and Reason is the correct explanation of the Assertion
(b) both Assertion and Reason are correct and Reason is not the correct explanation of the Assertion
(c) Assertion is true but Reason is false
(d) Assertion is false but Reason is true
Show Answer & Explanation
Answer: (d) Assertion is false but Reason is true
Explanation:
1. Penguins live in extreme cold and have a thick layer of fat (blubber) and dense feathers, so the assertion is false.
2. They do huddle together for warmth, so the reason is true.
Teacher's Note:
1. Polar animals have thick fat and fur or feathers for insulation.
2. Check each part of A-R questions separately.
(A) Viruses (i) used in preparation of medicines
(B) Bacteria (ii) need a host organism to reproduce
(C) Protozoa (iii) multicellular
(D) Fungi (iv) amoeba
(a) (A)-(ii), (B)-(i), (C)-(iv), (D)-(iii)
(b) (A)-(i), (B)-(ii), (C)-(iv), (D)-(iii)
(c) (A)-(iii), (B)-(iv), (C)-(i), (D)-(ii)
(d) (A)-(iv), (B)-(ii), (C)-(iii), (D)-(i)
Show Answer & Explanation
Answer: (a) (A)-(ii), (B)-(i), (C)-(iv), (D)-(iii)
Explanation:
1. Viruses reproduce only inside a host cell (ii).
2. Some bacteria are used to make medicines such as antibiotics (i), amoeba is a protozoan (iv), and most fungi are multicellular (iii).
Teacher's Note:
1. Viruses are non-cellular and need a host.
2. Amoeba is a classic protozoan example.
(A) It has nearly the same amount of large and small particles.
(B) It has good water holding capacity.
(C) It has humus in it.
(D) It is heavy and has little air.
(a) (A), (B), (C)
(b) (A), (C), (D)
(c) (B) and (D)
(d) (A) and (C)
Show Answer & Explanation
Answer: (a) (A), (B), (C)
Explanation:
1. Loam is a mixture of sand, silt and clay in nearly equal parts, holds water well and is rich in humus.
2. It is not heavy with little air; it is well aerated, so D is wrong.
Teacher's Note:
1. Loam has good drainage as well as water retention.
2. Sandy soil is light and airy; clayey soil is heavy.
Every object is attracted by earth with a force which depends on the _A_ of the object and acceleration due to gravity. The _B_ of the object is equal to the force with which it is attracted towards earth. However, on the surface of moon _C_ changes but _D_ remains same.
(a) A - weight, B - mass, C - density, D - mass
(b) A - weight, B - weight, C - density, D - mass
(c) A - mass, B - weight, C - weight, D - mass
(d) A - mass, B - weight, C - mass, D - weight
Show Answer & Explanation
Answer: (c) A - mass, B - weight, C - weight, D - mass
Explanation:
1. Force of attraction = mass × g, so A is mass.
2. Weight is this force (B). On the moon g is different, so weight changes (C) while mass stays the same (D).
Teacher's Note:
1. Mass is constant everywhere; weight depends on g.
2. Moon's g is about one-sixth that of Earth.
(a) Carbon
(b) Silicon
(c) Sulphur
(d) Sodium
Show Answer & Explanation
Answer: (d) Sodium
Explanation:
1. Phenolphthalein turns pink in a basic solution.
2. Sodium reacts with water to form NaOH, a strong base; non-metals do not.
Teacher's Note:
1. Metals form basic oxides or hydroxides.
2. 2Na + 2H₂O → 2NaOH + H₂.
(a) Observing
(b) Classifying
(c) Inferencing
(d) Predicting
Show Answer & Explanation
Answer: (a) Observing
Explanation:
1. Students look closely at the roots and note similarities and differences.
2. This is careful observation and description; no grouping or conclusion is asked.
Teacher's Note:
1. Observing uses the senses to gather detailed information.
2. Classifying would need grouping on a basis.
A) In liquid P, object is completely submerged
B) In liquid Q, object floats with (1/4)th part of its volume inside the liquid
C) In liquid R, object floats with (1/2)th of its volume inside the liquid
(a) R < Q < P
(b) P < Q < R
(c) Q < R < P
(d) P < R < Q
Show Answer & Explanation
Answer: (d) P < R < Q
Explanation:
1. Floating: fraction submerged = ρ(object)/ρ(liquid). So ρ(Q) = 4ρ(object) and ρ(R) = 2ρ(object).
2. In P the object is fully submerged, so ρ(P) is not more than ρ(object), the least. Hence P < R < Q.
Teacher's Note:
1. Smaller submerged fraction means denser liquid.
2. A fully submerged object means liquid density is equal or lower.
(a) feed on plant sap with piercing and sucking type of mouth parts.
(b) feed on mulberry leaves with biting and chewing type of mouth parts.
(c) feed on nectar.
(d) do not feed as they do not have functional mouth parts.
Show Answer & Explanation
Answer: (d) do not feed as they do not have functional mouth parts.
Explanation:
1. The adult silk moth (Bombyx mori) has reduced, non-functional mouth parts.
2. It does not feed and lives only a few days to mate and lay eggs.
Teacher's Note:
1. The larva (silkworm) is the stage that feeds on mulberry leaves.
2. The adult depends on food stored as a larva.
(a) Magnesium with dilute hydrochloric acid
(b) Copper with dilute hydrochloric acid
(c) Zinc powder with dilute hydrochloric acid
(d) Aluminium with dilute hydrochloric acid
Show Answer & Explanation
Answer: (b) Copper with dilute hydrochloric acid
Explanation:
1. Metals above hydrogen in the reactivity series (Mg, Zn, Al) displace hydrogen from dilute acid.
2. Copper is below hydrogen and does not react with dilute HCl.
Teacher's Note:
1. Cu, Ag and Au do not liberate hydrogen from dilute acids.
2. Test: bring a burning splinter; hydrogen burns with a pop.
(a) Observation → Experiment → Hypothesis → Analysis → Conclusions
(b) Experiment → Observation → Hypothesis → Analysis → Conclusions
(c) Hypothesis → Experiment → Observation → Conclusion → Analysis
(d) Observation → Hypothesis → Experimentation → Analysis → Conclusion
Show Answer & Explanation
Answer: (d) Observation → Hypothesis → Experimentation → Analysis → Conclusion
Explanation:
1. An investigation starts with observation of a phenomenon and a question.
2. A hypothesis is framed, tested by experiment, the data analysed, and then conclusions drawn.
Teacher's Note:
1. A hypothesis comes before the experiment that tests it.
2. Analysis comes before the conclusion.
(A) Scientists make public their understanding through carefully written papers, posters and reports.
(B) Most scientists are men because males are better at scientific thinking.
(C) Science is not a creative field and scientists rely heavily on empirical data to settle claims about nature.
(D) Most cherished ideas in science can be disproved, falsified or modified.
(a) (A), (B) and (C)
(b) (A), (B) and (D)
(c) (B) and (C)
(d) (A) and (D)
Show Answer & Explanation
Answer: (d) (A) and (D)
Explanation:
1. A is true: scientists communicate and share their findings publicly.
2. D is true: scientific ideas are tentative. B is a gender stereotype and C is false because science needs creativity.
Teacher's Note:
1. Nature of science: tentative, creative, open to peer review.
2. Reject gender-stereotype statements.
What are the objectives of science teaching-learning that are fulfilled by including the above in the textbook?
(A) To develop a historical perspective.
(B) To develop an understanding of the nature of science.
(C) To develop an appreciation of how an incident gives rise to discoveries.
(D) To reduce the burden of content by including fun stories.
(a) Only (A) and (C)
(b) Only (C) and (D)
(c) Only (A) and (D)
(d) (A), (B) and (C)
Show Answer & Explanation
Answer: (d) (A), (B) and (C)
Explanation:
1. Stories of past discoveries give a historical perspective and show how science develops, which reflects its nature.
2. They also show how a chance incident can lead to discovery. Reducing content burden is not their aim.
Teacher's Note:
1. History of science helps in understanding the nature of science.
2. Option D is not an objective of such boxes.
(a) Deductive
(b) Inductive
(c) Demonstration
(d) Inquiry based
Show Answer & Explanation
Answer: (a) Deductive
Explanation:
1. The teacher states the general properties first and then uses activities to confirm specific cases.
2. Going from general rules to specific examples is the deductive approach.
Teacher's Note:
1. Inductive goes from examples to the rule; deductive goes from the rule to examples.
2. Inquiry approach starts with a question or problem.
(A) Take a ball and put it in freshwater. Add salt and see the difference.
(B) Taking an empty glass mug and immersing it into water and making children observe the bubbles of air rise.
(C) Make students themselves determine if an object will sink or float.
(D) Ask students to design a toy submarine.
(E) Ask students to design a lactometer.
(a) (A), (B), (C), (D)
(b) (B), (C), (D), (E)
(c) Only (C)
(d) (D) and (E) only
Show Answer & Explanation
Answer: (a) (A), (B), (C), (D)
Explanation:
1. A to D are hands-on activities on buoyancy, displacement and sinking or floating that directly build the idea of Archimedes' principle.
2. Designing a lactometer (E) is an application of density of milk and is less direct for this principle.
Teacher's Note:
1. Prefer varied activities where students themselves explore.
2. Source key accepted.
(A) Systematic experimentation needs to be introduced to verify theoretical principles.
(B) Most concepts should be arrived at by an inductive approach.
(C) Vocational education needs to be integrated with science.
(D) Activities and experiments suggested are inexpensive and use readily available materials.
(a) (A) and (B)
(b) Only (B)
(c) (C) and (D)
(d) Only (D)
Show Answer & Explanation
Answer: (d) Only (D)
Explanation:
1. NCF-2005 recommends activities and experiments that are inexpensive and use readily available materials (D).
2. Systematic experimentation to verify principles comes at the secondary stage and vocational integration is not a recommendation here, so the key is (d).
Teacher's Note:
1. Upper primary: hands-on, low-cost, environment-based learning.
2. Statement B is doubtful; the source key is followed.
(a) Sodium Chloride
(b) Sodium Carbonate
(c) Sodium Acetate
(d) Ammonium Chloride
Show Answer & Explanation
Answer: (a) Sodium Chloride
Explanation:
1. NaCl is formed from a strong acid (HCl) and a strong base (NaOH), so its solution is neutral.
2. Na₂CO₃ and sodium acetate are basic and NH₄Cl is acidic.
Teacher's Note:
1. Strong acid + strong base gives a neutral salt.
2. Weak acid or weak base gives acidic or basic salts.
A) A gymnast applies coarse substance in hands before game deliberately to reduce interlocking and increase efficiency.
B) Fine powder is sprinkled deliberately on the carom board before the game to reduce interlocking and increase efficiency.
C) In track events, sole of the athlete's shoe is grooved to reduce interlocking and increase efficiency.
(a) A
(b) A, B
(c) A, C
(d) B, C
Show Answer & Explanation
Answer: (c) A, C
Explanation:
1. A coarse substance would increase interlocking (friction), not reduce it, so A is incorrect.
2. Grooved soles increase grip and friction, so C is incorrect. Fine powder on carom board reduces friction, so B is correct.
Teacher's Note:
1. Smooth fine powder reduces friction; rough surface or grooves increase it.
2. The question asks for the incorrect statements.
(a) Scientific theories are sets of factual statements.
(b) Scientific theories are random guesses about natural phenomena.
(c) Scientific theories provide explanation of phenomena based on empirical evidence, logic and debate.
(d) Scientific theories are not open to further debate and modification.
Show Answer & Explanation
Answer: (c) Scientific theories provide explanation of phenomena based on empirical evidence, logic and debate.
Explanation:
1. A theory is a well-supported explanation built on evidence, reasoning and discussion.
2. It is neither a random guess nor a final fact, and it can be modified with new evidence.
Teacher's Note:
1. Theories explain; laws describe.
2. A theory does not become a law.
(a) Venus
(b) Pole star
(c) Moon
(d) Uranus
Show Answer & Explanation
Answer: (c) Moon
Explanation:
1. The Moon revolves around the Earth and, along with the Earth, around the Sun.
2. Planets revolve only around the Sun, and the Pole star is a distant star.
Teacher's Note:
1. A satellite moves with its planet around the Sun.
2. Planets orbit only the Sun.
(a) Bringing flash cards of all the internal parts of the body and helping children observe it
(b) Using and helping children make life size diagrams of human body and labeling it.
(c) Giving homework based on understanding function of all parts of body.
(d) Making children play creative games based on memorizing body parts.
Show Answer & Explanation
Answer: (b) Using and helping children make life size diagrams of human body and labeling it.
Explanation:
1. The gap is about location, so children need to place the organs on a body-sized model.
2. Making and labelling life-size diagrams gives a hands-on spatial experience.
Teacher's Note:
1. Match the strategy to the exact learning gap.
2. Memorising names does not teach position.
(A) Assess prior knowledge and use it as a basis for introducing new concepts.
(B) Ask questions that require critical thinking skills.
(C) Give minimum wait time when a question comes up.
(D) Listen and become aware of student's misconceptions.
(a) (A), (B), (C)
(b) (B), (C), (D)
(c) (A), (C), (D)
(d) (A), (B), (D)
Show Answer & Explanation
Answer: (d) (A), (B), (D)
Explanation:
1. An inquiry teacher builds on prior knowledge, asks thought-provoking questions and listens to find misconceptions.
2. Minimum wait time is not suitable because students need time to think, so C is wrong.
Teacher's Note:
1. Give adequate wait time after questions.
2. Prior knowledge is the starting point of inquiry.
(A) Relating science concepts to real life situations.
(B) Giving direct information, definitions, and descriptions.
(C) Creating situations for students to construct their own knowledge.
(D) Doing extended learning and avoiding textbooks as much as possible.
(a) (A) and (B)
(b) (A) and (C)
(c) (B) and (D)
(d) (C) and (D)
Show Answer & Explanation
Answer: (c) (B) and (D)
Explanation:
1. NCF-2005 supports real-life links and knowledge construction (A and C).
2. It discourages rote information giving (B) and does not ask to avoid textbooks (D).
Teacher's Note:
1. NCF-2005 is constructivist and moves away from rote learning.
2. Textbooks remain a resource, not the only one.
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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 11 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 11 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 11, CTET students can improve their accuracy and speed which is important as objective questions provide a chance to secure 100% marks in the .
Yes, MCQs for CTET have answer key and brief explanations to help students understand logic behind the correct option as its important for 2026 competency-focused CTET exams.
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