Download CTET MCQs for CTET : Science
Review structured MCQ sets for CTET Science. Built according to official CTET guidelines, these downloadable questions support daily revision and core concept reinforcement.
Chapter-wise Objective Questions: Science
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) Maize, onion
(b) Carrot, potato
(c) Turnip, tapioca
(d) Potato, ginger
Show Answer & Explanation
Answer: (c) Turnip, tapioca
Explanation:
1. Turnip and tapioca (cassava) are root-derived food storage structures that arise from the main root system.
2. Maize and onion have fibrous roots, and potato and ginger are stems.
Teacher's Note:
1. Carrot, radish, turnip are common tap roots.
2. Potato and ginger are modified stems.
(A) Mustard, rose and petunia have unisexual flowers.
(B) Corn, papaya and cucumber produce bisexual flowers.
(C) The female gamete is formed in an ovule.
(D) After fertilization, ovary grows into a seed of the plant.
(a) Only (A) and (B)
(b) Only (A), (B) and (C)
(c) Only (C)
(d) Only (D)
Show Answer & Explanation
Answer: (c) Only (C)
Explanation:
1. Mustard, rose and petunia have bisexual flowers, and corn, papaya and cucumber have unisexual flowers, so A and B are false.
2. The ovary becomes the fruit and the ovule becomes the seed, so D is false. The egg forms in the ovule, so C is true.
Teacher's Note:
1. Ovule becomes seed; ovary becomes fruit.
2. Bisexual flowers have both stamens and pistil.
Human and plant disease: (A) Citrus canker (B) Polio (C) Malaria (D) Rust of wheat
Causative microorganism: (i) Virus (ii) Bacteria (iii) Fungi (iv) Protozoa
(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. Citrus canker is bacterial and polio is viral.
2. Malaria is caused by a protozoan (Plasmodium) and rust of wheat by a fungus.
Teacher's Note:
1. Learn disease and causal agent pairs.
2. Rusts and smuts are fungal diseases.
A are vascular tissues for the transportation of water and nutrients in plants
B are vascular tissues that transport food in plants
C are tiny pores present on surface of leaves
A, B, C respectively are:
(a) A-Phloem, B-Xylem, C-Stomata
(b) A-Xylem, B-Phloem, C-Stomata
(c) A-Stomata, B-Xylem, C-Tracheae
(d) A-Xylem, B-Phloem, C-Tracheae
Show Answer & Explanation
Answer: (b) A-Xylem, B-Phloem, C-Stomata
Explanation:
1. Xylem carries water and minerals, and phloem carries food.
2. Tiny pores on leaves for gas exchange are stomata.
Teacher's Note:
1. Xylem: up from roots. Phloem: food from leaves.
2. Tracheae belong to insects.
(a) mostly at the middle
(b) only at the middle
(c) equally everywhere
(d) mostly near two ends
Show Answer & Explanation
Answer: (d) mostly near two ends
Explanation:
1. The magnetic force is strongest at the poles, which are near the two ends.
2. So most iron dust collects there.
Teacher's Note:
1. Poles are the strongest parts of a magnet.
2. The middle has almost no attraction.
(a) Content validity
(b) Historical validity
(c) Cognitive validity
(d) Environmental validity
Show Answer & Explanation
Answer: (c) Cognitive validity
Explanation:
1. Cognitive validity means the content matches the child's cognitive development and understanding.
2. So adapting to the level of understanding ensures cognitive validity.
Teacher's Note:
1. NCF-2005 lists cognitive, content, process, historical and environmental validity.
2. Match the adjective to the idea.
(a) Leaves are in the form of spines
(b) Stem is succulent and performs the function of leaf
(c) Stem is covered with a thick layer of wax
(d) Roots lie near the surface
The correct set is –
(a) (a), (b), (c)
(b) (b), (c), (d)
(c) (a), (c), (d)
(d) (a), (b), (d)
Show Answer & Explanation
Answer: (a) (a), (b), (c)
Explanation:
1. Spines reduce water loss, the fleshy green stem stores water and photosynthesises, and a waxy coat cuts evaporation.
2. The set (a), (b), (c) is the standard answer; roots of a cactus are mainly deep or widely spread.
Teacher's Note:
1. Cactus leaves are reduced to spines.
2. The stem does photosynthesis.
Column A: (a) Coke (b) Coal tar (c) Coal gas (d) Bitumen
Column B: (i) Used in perfume, explosives (ii) Used as fuel in industries (iii) Metalling of the roads (iv) Manufacturing of steel
(a) (a)-(iv), (b)-(i), (c)-(ii), (d)-(iii)
(b) (a)-(iii), (b)-(ii), (c)-(iv), (d)-(i)
(c) (a)-(ii), (b)-(iii), (c)-(ii), (d)-(iv)
(d) (a)-(i), (b)-(iii), (c)-(iv), (d)-(ii)
Show Answer & Explanation
Answer: (a) (a)-(iv), (b)-(i), (c)-(ii), (d)-(iii)
Explanation:
1. Coke is used in making steel, coal tar products are used in perfumes and explosives, and coal gas is an industrial fuel.
2. Bitumen is used for metalling (surfacing) roads.
Teacher's Note:
1. Coke, coal tar and coal gas are products of coal; bitumen comes from petroleum.
2. Learn the product-use pairs.
S1 - Solution A turns red and there is no change in solution B
S2 - Solution A is base and solution B is an acid.
S3 - Turmeric can be used to differentiate between acids, bases and salts.
Which of the following statements is correct?
(a) S1 and S2 are observations; S3 is inference
(b) S1 is observation; S2 is inference
(c) S1 is observation; S2, S3 are inference
(d) S2 is observation; S3 is inference
Show Answer & Explanation
Answer: (b) S1 is observation; S2 is inference
Explanation:
1. S1 states what was seen, so it is an observation.
2. S2 draws a conclusion about nature of the solutions, so it is an inference. S3 is a wrong generalisation, since turmeric cannot separate acids from salts.
Teacher's Note:
1. Observation: what is seen. Inference: what is concluded.
2. Turmeric is yellow in both acids and neutral salt solutions.
A. Ozone is formed at higher level of atmosphere by the action of UV rays on oxygen
B. It protects us from the harmful UV radiations which come from the sun.
C. Ozone is not different from oxygen
D. Breaking down Ozone into oxygen is not considered a chemical change
Which statements are correct?
(a) B, C
(b) A, C
(c) C, D
(d) A, B
Show Answer & Explanation
Answer: (d) A, B
Explanation:
1. UV light acts on oxygen in the stratosphere to form ozone, and the ozone layer absorbs harmful UV, so A and B are true.
2. Ozone (O₃) is a different substance from oxygen (O₂), and its breakdown to oxygen is a chemical change, so C and D are false.
Teacher's Note:
1. O₃ and O₂ are allotropes with different properties.
2. Any change forming a new substance is chemical.
(a) Fibrous roots and reticulate venation
(b) Fibrous roots and parallel venation
(c) Tap roots and parallel venation
(d) Tap roots and reticulate venation
Show Answer & Explanation
Answer: (b) Fibrous roots and parallel venation
Explanation:
1. Grass is a monocot.
2. Monocots have fibrous roots and parallel venation in leaves.
Teacher's Note:
1. Dicots: tap root and reticulate venation.
2. Monocots: fibrous roots and parallel venation.
(A) All scientific ideas are discovered and tested by controlled experiments.
(B) When a theory has been supported by a great deal of scientific evidence, it becomes law.
(C) Scientific ideas are tentative and can be modified or disproved.
(D) Science is a creative field and scientists need imagination to carry out their work.
(a) (A) and (B)
(b) (B) and (C)
(c) (C) and (D)
(d) (A) and (D)
Show Answer & Explanation
Answer: (c) (C) and (D)
Explanation:
1. Scientific knowledge is tentative and creative (C and D).
2. Not all ideas are tested by controlled experiments, and a theory never turns into a law, so A and B are myths.
Teacher's Note:
1. Theories and laws are different kinds of knowledge.
2. Science uses many methods, not one fixed method.
(a) inclusion of how concepts of science evolve over time.
(b) conveying significant and scientifically correct content.
(c) dilution of content as per the cognitive level of children.
(d) promoting the values of honesty, objectivity, etc.
Show Answer & Explanation
Answer: (d) promoting the values of honesty, objectivity, etc.
Explanation:
1. Ethical validity concerns values built into the curriculum.
2. Honesty, objectivity and similar values are the ethical aspect of science learning.
3. Options a, b and c relate to historical, content and cognitive validity.
Teacher's Note:
1. NCF-based discussion lists historical, content, process, cognitive, environmental and ethical validity.
2. Do not confuse ethical validity with content validity, which is about correct content.
(A) Moon rises from the east always after sunset.
(B) The time of moon rise varies from day to day.
(C) The size of the illuminated part of the moon visible from earth increases after new moon day.
(D) Earth blocks sunlight which results in phases of moon.
(a) (A) and (B)
(b) (B) and (C)
(c) (C) and (D)
(d) (A) and (D)
Show Answer & Explanation
Answer: (b) (B) and (C)
Explanation:
1. The moonrise is about 50 minutes later each day, so (B) is true.
2. After new moon the visible lit part grows (waxing), so (C) is true.
3. Moonrise is not always after sunset (it is before sunset in the waxing phase before full moon), and phases are due to our view of the lit half, not Earth's shadow, so (A) and (D) are false.
Teacher's Note:
1. Phases come from the changing angle of the sunlit half as seen from Earth.
2. A common misconception is that Earth's shadow causes phases; that causes lunar eclipses.
(A) It encourages all students to read all books thoroughly and memorize them.
(B) It reduces fear of assessment in students.
(C) It gives full opportunity to students to explore the book.
(D) It does not help to gauge the conceptual understanding of the student.
Select the view/views that align with the spirit of open book questions.
(a) (A), (B), (C), (D)
(b) (B), (C)
(c) (A), (C), (D)
(d) (C), (D)
Show Answer & Explanation
Answer: (b) (B), (C)
Explanation:
1. Open book assessment reduces exam fear and lets students explore the book, so (B) and (C) fit.
2. It discourages memorisation, so (A) is against its spirit.
3. It does test application and understanding, so (D) is false.
Teacher's Note:
1. Open book questions test use of information rather than recall.
2. Watch for options that contradict the purpose, such as memorisation.
Discovery of silk.
"The exact time of discovery of silk is perhaps unknown. According to an old Chinese legend, the empress Si-lung-Chi was asked by the emperor Huang-ti to find the cause of the damaged leaves of mulberry trees growing in their garden. The empress found white worms eating up mulberry leaves. She also noticed that they were spinning shiny cocoons around them. Accidentally a cocoon dropped into her cup of tea and a tangle of delicate threads separated from the cocoon. Silk industry began in China and was kept a closely guarded secret for hundreds of years. Later on, traders and travellers introduced silk to other countries. The route they travelled is still called the 'silk route'."
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 appreciation of how incidents/ideas give rise to discovery of new things.
(C) To develop a holistic understanding of science.
(D) To include fun element in science.
(a) Only (A) and (C)
(b) Only (B) and (C)
(c) Only (A) and (D)
(d) (A), (B) and (C)
Show Answer & Explanation
Answer: (d) (A), (B) and (C)
Explanation:
1. The passage gives the history of silk, so (A) is met.
2. It shows how an accident led to a discovery, so (B) is met.
3. Linking science with history and trade gives a holistic view, so (C) is met; fun is not the aim, so (D) is out.
Teacher's Note:
1. Historical episodes help show science as a human, evolving activity.
2. Do not choose an option just because it sounds pleasant, like adding fun.
(a) Helps in arriving at one correct opinion about the problem of encroachment.
(b) Encourages children to put forth their views without fear of criticism.
(c) Helps in developing multiple perspectives in children on encroachment.
(d) Can be used in assessment of children.
Show Answer & Explanation
Answer: (a) Helps in arriving at one correct opinion about the problem of encroachment.
Explanation:
1. A debate on an issue is meant to bring out many viewpoints.
2. Options b, c and d are genuine purposes.
3. Arriving at one single correct opinion is not its purpose.
Teacher's Note:
1. Debates build communication and multiple perspectives on socio-scientific issues.
2. Read NOT questions carefully; pick the statement that does not fit.
(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 only extended learning and avoiding textbooks as much as possible.
(a) (A) and (B)
(b) (A) and (C)
(c) (B) and (C)
(d) (C) and (D)
Show Answer & Explanation
Answer: (b) (A) and (C)
Explanation:
1. NCF 2005 stresses linking science to life, so (A) is right.
2. It stresses constructivism, so (C) is right.
3. It discourages direct transmission of definitions (B) and does not ask to avoid textbooks altogether (D).
Teacher's Note:
1. NCF 2005 promotes learning without burden and constructivist learning.
2. Eliminate options that suggest rote or telling-based teaching.
The question is best suited to
(a) sensitize the learners on judicious use of water.
(b) promote imagination in learners.
(c) assess students' understanding on sources of water.
(d) check the general awareness of students.
Show Answer & Explanation
Answer: (a) sensitize the learners on judicious use of water.
Explanation:
1. The question makes learners think about the importance of water.
2. This builds sensitivity towards saving and using water wisely.
3. It does not test source knowledge or general awareness.
Teacher's Note:
1. Hypothetical questions can build values and attitudes.
2. Match the question purpose with the best-fit objective.
Assertion (A) - A science teacher should use differentiated assessment strategies in an inclusive classroom
Reason (R1) - Yes, as it gives opportunities to all students to express their understanding of concepts as per their abilities
Reason (R2) – No, as it gives rise to issues of parity and subjectivity
(a) (A) is correct and (R1) is correct explanation of (A)
(b) (A) is incorrect and (R2) is correct
(c) (A) is correct but (R1) is not correct explanation for (A)
(d) (A) is incorrect but (R2) is not correct
Show Answer & Explanation
Answer: (a) (A) is correct and (R1) is correct explanation of (A)
Explanation:
1. Inclusive education requires differentiated assessment, so (A) is correct.
2. R1 explains why: every learner can show understanding in their own way.
3. So (A) is correct and R1 explains it.
Teacher's Note:
1. Inclusive classrooms need flexible assessment to match diverse abilities.
2. Parity concerns are handled by common criteria, not by one uniform test.
(a) Lactobacillus, decomposition, hydrogen, fermentation, mass
(b) Lactobacillus, fermentation, hydrogen, aerobic respiration, volume
(c) Yeast, fermentation, carbon dioxide, anaerobic respiration, volume
(d) Yeast, fermentation, carbon dioxide, aerobic respiration, mass
Show Answer & Explanation
Answer: (c) Yeast, fermentation, carbon dioxide, anaerobic respiration, volume
Explanation:
1. Yeast is used in baking and it ferments sugar.
2. In absence of oxygen it gives alcohol and carbon dioxide (anaerobic respiration).
3. CO₂ bubbles make the dough rise, increasing its volume.
Teacher's Note:
1. Fermentation by yeast gives CO₂ and ethanol.
2. Volume, not mass, increases when dough rises.
A. Ovary of the flower matures into fruit.
B. Seeds of the plant forms the ovules for fertilisation.
C. Pollination takes place after fertilisation.
D. In pollination, seeds are dispersed by wind, water, birds and insects.
E. Fertilisation takes places in the ovules.
(a) A, E
(b) B, C
(c) C, D
(d) B, E
Show Answer & Explanation
Answer: (a) A, E
Explanation:
1. The ovary becomes the fruit, so A is true.
2. Fertilisation occurs in the ovule, so E is true.
3. Ovules become seeds (not the reverse), pollination precedes fertilisation, and seed dispersal is not pollination, so B, C, D are false.
Teacher's Note:
1. Sequence: pollination, fertilisation, then seed and fruit formation.
2. Do not mix pollination with seed dispersal.
(a) X, Z
(b) X, W
(c) Y, Z
(d) Y, W
Show Answer & Explanation
Answer: (a) X, Z
Explanation:
1. X displaces Y and Z, so X is more reactive than both.
2. Y displaces W, so Y is more reactive than W.
3. Z cannot displace W, so W is more reactive than Z. Order: X > Y > W > Z.
Teacher's Note:
1. A more reactive metal displaces a less reactive one from its salt solution.
2. Write the facts as inequalities and chain them.
(a) Experiments should be avoided as they are difficult to conduct at this stage
(b) Students should be engaged in data collection from easily available sources
(c) There should be an emphasis on the process skills of science
(d) Practical knowledge about local specific technologies should be included
Show Answer & Explanation
Answer: (a) Experiments should be avoided as they are difficult to conduct at this stage
Explanation:
1. NCF 2005 stresses hands-on activities and experiments.
2. Options b, c and d match its recommendations.
3. Avoiding experiments goes against them.
Teacher's Note:
1. NCF 2005 emphasises process skills and learning from the local environment.
2. For NOT questions, pick the statement opposing the policy.
(a) Argumentation
(b) Analogy
(c) Real artefact
(d) Open-ended questioning
Show Answer & Explanation
Answer: (b) Analogy
Explanation:
1. She compares a familiar system to an unfamiliar one.
2. Heart is mapped to battery and blood flow to current.
3. This mapping is an analogy.
Teacher's Note:
1. Analogies connect new ideas to known ones but can create misconceptions if stretched too far.
2. Always point out where the analogy breaks down.
A. There are some impurities present in the sample
B. The sample taken is of sea water
C. Water is being boiled at high altitude
(a) A and B
(b) Only B
(c) A, B and C
(d) Only C
Show Answer & Explanation
Answer: (d) Only C
Explanation:
1. Dissolved impurities and salts raise the boiling point above 100°C, so A and B cannot give 96°C.
2. At high altitude the pressure is lower, so water boils below 100°C.
3. Only C explains 96°C.
Teacher's Note:
1. Impurities cause boiling point elevation.
2. Lower pressure means lower boiling point.
(a) become four times
(b) becomes twice
(c) becomes half
(d) no change
Show Answer & Explanation
Answer: (b) becomes twice
Explanation:
1. T = 2π√(L/g), so T is proportional to √L.
2. Length ×4 gives T × √4 = 2.
3. The time period doubles.
Teacher's Note:
1. Time period depends on the square root of length, not on length directly.
2. Mass and amplitude (small) do not matter.
(a) Keeping utensils filled with water in sunlight for a couple of hours and then observing them.
(b) Collecting the steam of boiling water on a plate with an ice cube over it.
(c) Boiling water, cooling and putting it in a filter, drinking from the filter regularly and then boiling water again to fill it.
(d) Walking in the garden bare feet early in the morning and feeling dew.
Show Answer & Explanation
Answer: (d) Walking in the garden bare feet early in the morning and feeling dew.
Explanation:
1. Dew is condensed water vapour from the air, a natural part of the water cycle.
2. It is a safe home observation linked to condensation.
3. Boiling at home is less safe, and the filter option is unrelated.
Teacher's Note:
1. Start from everyday observations, then link them to the concept.
2. Choose safe, natural and easily available experiences for home tasks.
(a) Sedimentation
(b) Loading
(c) Condensation
(d) Distillation
Show Answer & Explanation
Answer: (b) Loading
Explanation:
1. Rain drops carry down dust and suspended particles by collecting them as they fall.
2. This settling of fine particles together with water is called loading.
3. Condensation and distillation do not remove particles.
Teacher's Note:
1. The source key marks loading; plain sedimentation is the settling of heavy particles in still water.
2. Doubtful question: read its wording carefully.
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FAQs
You can get most exhaustive CTET Science Paper 2 MCQs with Answers Set 13 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 13 include the latest type of questions, such as Assertion-Reasoning and Case-based MCQs. 50% of the CTET paper is now competency-based.
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