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.
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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) Liver, Bile Juice, Pancreas
(b) Pancreas, Pancreatic Juice, Gall bladder
(c) Liver, Bile Juice, Gall bladder
(d) Pancreas, Gastric Juice, Stomach
Show Answer & Explanation
Answer: (c) Liver, Bile Juice, Gall bladder
Explanation:
1. The liver is the largest gland.
2. It secretes bile juice.
3. Bile is stored in the gall bladder.
Teacher's Note:
1. Bile has no enzymes but helps in fat emulsification.
2. The pancreas stores nothing; it secretes pancreatic juice.
Q displaces P and S from their respective salt solutions
P displaces S and R from their respective salt solutions
S displaces only R from its salt solution
Which is the second most reactive metal?
(a) P
(b) Q
(c) R
(d) S
Show Answer & Explanation
Answer: (a) P
Explanation:
1. Q displaces P and S, so Q is the most reactive.
2. P displaces S and R, so P comes next.
3. S displaces only R, so the order is Q > P > S > R. Second is P.
Teacher's Note:
1. Build the reactivity order from displacement results.
2. The metal displacing all others is the most reactive.
(a) Playing tug of war
(b) Pressing on a spring kept on ground
(c) Weighing different objects on a pan balance
(d) Pulling a wheeled chair towards oneself.
Show Answer & Explanation
Answer: (b) Pressing on a spring kept on ground
Explanation:
1. Pressing a spring on the ground shows the spring pushing back.
2. Students feel and see a passive object exerting a force in return.
3. The other activities involve active pulling or measuring weight.
Teacher's Note:
1. Normal force arises from surface deformation, like a compressed spring.
2. Use a concrete experience before the abstract idea.
(a) Teacher defines and explains the meaning of a physical and chemical change
(b) Teacher explains and give examples of various reversible and irreversible changes
(c) Teacher exposes the students to various physical and chemical changes and asks them to reflect on the similarities and differences
(d) Teacher writes a chemical equation and asks students to identify the reactants and products
Show Answer & Explanation
Answer: (c) Teacher exposes the students to various physical and chemical changes and asks them to reflect on the similarities and differences
Explanation:
1. Inquiry starts with experience and observation.
2. Exposing students to changes and asking them to reflect comes first.
3. Definitions, explanations and equations follow.
Teacher's Note:
1. In inquiry, concepts are built from experience, not given first.
2. Look for the option where learners explore before being told.
A. Deviation of wind direction from exact north-south direction
B. Formation of day and night
C. Formation of seasons
D. Formation of eclipses
(a) A and B
(b) B and D
(c) A and C
(d) C and D
Show Answer & Explanation
Answer: (a) A and B
Explanation:
1. Rotation causes day and night (B).
2. It also causes the Coriolis deflection of winds (A).
3. Seasons come from revolution with tilt, and eclipses from the Sun-Earth-Moon alignment.
Teacher's Note:
1. Rotation: day and night, Coriolis effect. Revolution: seasons.
2. Do not link seasons to rotation.
(a) Free nitrogen
(b) Nitric acid
(c) Ammonia
(d) Nitrates
Show Answer & Explanation
Answer: (d) Nitrates
Explanation:
1. Plants cannot use atmospheric nitrogen directly.
2. Nitrogen-fixing and nitrifying bacteria convert it to nitrates.
3. Plants absorb nitrates through roots.
Teacher's Note:
1. Nitrogen cycle: fixation, nitrification, assimilation.
2. Leguminous plants use bacteria in root nodules for fixation.
(a) Tapping a table and hearing the sound
(b) Plucking an elastic band and seeing the vibrations.
(c) Throwing a pebble in water and observing it
(d) Feeling the vibrations in your throat while speaking.
Show Answer & Explanation
Answer: (d) Feeling the vibrations in your throat while speaking.
Explanation:
1. The objective links vibrations with sound.
2. Touching the throat while speaking gives sound and vibration together, felt directly.
3. Other options show only sound, only vibration, or water waves.
Teacher's Note:
1. The best activity ties both ideas in one experience.
2. Check that the activity matches the exact objective.
(a) Placing a soil sample on a wooden plank.
(b) Comparing the weights of a soil sample before and after drying under sunlight.
(c) Collecting and examining a soil sample after rain.
(d) Mixing water and soil in a beaker followed by drying under sunlight.
Show Answer & Explanation
Answer: (b) Comparing the weights of a soil sample before and after drying under sunlight.
Explanation:
1. The claim is that soil has no moisture of its own.
2. Weight loss on drying proves moisture was present in the sample.
3. Samples after rain or with added water do not show this.
Teacher's Note:
1. Remediation should directly challenge the misconception with evidence.
2. Use a test that does not add water from outside.
(a) thyroid, ovary, estrogen
(b) pituitary, ovary, estrogen
(c) pituitary, uterus, estrogen
(d) thyroid, uterus, estrogen
Show Answer & Explanation
Answer: (b) pituitary, ovary, estrogen
Explanation:
1. The pituitary releases FSH and LH.
2. These stimulate the ovary.
3. The ovary releases estrogen.
Teacher's Note:
1. Pituitary is the master gland.
2. The uterus does not secrete estrogen.
(a) Prognostic Evaluation
(b) Placement evaluation
(c) Summative evaluation
(d) Diagnostic evaluation
Show Answer & Explanation
Answer: (d) Diagnostic evaluation
Explanation:
1. Diagnostic evaluation finds the learner's difficulties and their causes.
2. These findings guide remedial teaching.
3. Other types predict, place or grade.
Teacher's Note:
1. Diagnosis comes before remedy.
2. Summative evaluation comes at the end and gives grades.
(a) The speed of light decreases and the ray bends towards the normal.
(b) The speed of light increases and the ray bends away from the normal.
(c) The speed of light increases and the ray bends towards the normal.
(d) The speed of light decreases and the ray bends away from the normal.
Show Answer & Explanation
Answer: (a) The speed of light decreases and the ray bends towards the normal.
Explanation:
1. Oil is optically denser than air.
2. Light slows down in a denser medium.
3. So it bends towards the normal.
Teacher's Note:
1. Rarer to denser: slows down and bends towards the normal.
2. Denser to rarer: speeds up and bends away.
(a) A = Strong Acid B = Strong Base C = Weak Acid
(b) A = Weak Acid B = Strong Acid C = Strong Base
(c) A = Strong Acid B = Weak Acid C = Strong Base
(d) A = Strong Acid B = Weak Acid C = Weak Base
Show Answer & Explanation
Answer: (c) A = Strong Acid B = Weak Acid C = Strong Base
Explanation:
1. Phenolphthalein is pink only in base, so C is a base and A and B are acids.
2. Adding the base to A gives no pink, so A is a strong acid that stays acidic.
3. B turns pink, as a weak acid is easily neutralised and becomes basic; C is a strong base.
Teacher's Note:
1. Phenolphthalein is colourless in acid and pink in base.
2. Weak acids change pH faster on adding a base.
(a) Only A
(b) Only B
(c) Either A or B
(d) Either A, B, O or AB
Show Answer & Explanation
Answer: (d) Either A, B, O or AB
Explanation:
1. Parents may be genotype AO and BO.
2. Children can then be AB, AO (A), BO (B) or OO (O).
3. So any of the four groups is possible.
Teacher's Note:
1. Phenotype A can be AA or AO.
2. Always consider heterozygous genotypes.
(a) A material that is 'liquid' has no fixed shape, it takes the shape of the container it is poured into. So, salt and flour are liquids.
(b) They are solids because even though a whole mass of tiny grains of flour or salt does not have a definite shape, each individual grain does.
(c) Flour and salt are not liquids because they do not exhibit the wetting property but they are fluids because they 'flow'.
(d) The definition of a 'solid' is incomplete as it does not accommodate substances such as flour and salt.
Show Answer & Explanation
Answer: (b) They are solids because even though a whole mass of tiny grains of flour or salt does not have a definite shape, each individual grain does.
Explanation:
1. Each grain of flour or salt has a definite shape and volume, so it is a solid.
2. The heap takes the container shape only because the grains are small and can slide.
3. Hence the claim is a misconception.
Teacher's Note:
1. Powders and grains remain solids at the particle level.
2. Correct a misconception by explaining the reason.
(a) Scales
(b) Mucus layer
(c) Fins
(d) Blubber
Show Answer & Explanation
Answer: (b) Mucus layer
Explanation:
1. Fish skin secretes a slimy mucus layer.
2. It protects the body from infection by microbes.
3. Scales, fins and blubber have other functions.
Teacher's Note:
1. Blubber is the fat layer of marine mammals.
2. Mucus also reduces friction while swimming.
(a) Turmeric solution
(b) Litmus solution
(c) Methyl orange solution
(d) China rose solution
Show Answer & Explanation
Answer: (c) Methyl orange solution
Explanation:
1. Turmeric, litmus and China rose are natural, from plants or lichens.
2. Methyl orange is made in the laboratory.
3. So it is a synthetic indicator.
Teacher's Note:
1. Common synthetic indicators: methyl orange and phenolphthalein.
2. Litmus comes from lichens.
(a) It will freeze below 0°C
(b) It will not freeze
(c) It will freeze above 0°C
(d) It will freeze at 0°C
Show Answer & Explanation
Answer: (a) It will freeze below 0°C
Explanation:
1. Boiling above 100°C means a dissolved impurity is present.
2. Impurities raise the boiling point and lower the freezing point.
3. So it freezes below 0°C.
Teacher's Note:
1. This is elevation of boiling point and depression of freezing point.
2. Salt on icy roads works on this idea.
The __(i)__ is a thick-walled bag. Its shape is like a flattened J and it is the widest part of the alimentary canal. It receives food from __(ii)__ at one end and opens into __(iii)__ at the other end. It secretes __(iv)__ which kills many bacteria
(a) Liver, small intestine, large intestine, bile
(b) Stomach, food pipe, small intestine, hydrochloric acid
(c) Pancreas, stomach, small intestine, pancreatic juice
(d) Liver, food pipe, large intestine, bile
Show Answer & Explanation
Answer: (b) Stomach, food pipe, small intestine, hydrochloric acid
Explanation:
1. A J-shaped thick-walled bag is the stomach.
2. It receives food from the food pipe and opens into the small intestine.
3. It secretes hydrochloric acid that kills bacteria.
Teacher's Note:
1. The stomach also secretes pepsin and mucus.
2. Learn the sequence of the alimentary canal.
(a) Winnowing is done before harvesting
(b) Sowing is done before tilling
(c) Tilling is done after threshing
(d) Threshing is done after harvesting
Show Answer & Explanation
Answer: (d) Threshing is done after harvesting
Explanation:
1. The order is tilling, sowing, harvesting, threshing and winnowing.
2. Threshing separates grain from the harvested plants.
3. So it is done after harvesting.
Teacher's Note:
1. Remember the sequence of agricultural practices.
2. Winnowing follows threshing.
Month: Jan, Feb, March, April, May, June, July
Max Temp: 23.7°C, 27.1°C, 32.9°C, 38.2°C, 40.3°C, 38.6°C, 34.4°C
Min Temp: 9.6°C, 12.4°C, 17.6°C, 23°C, 27°C, 28°C, 26.5°C
Precipitation/Rainfall (mm): 3, 5, 2, 3, 5, 27, 122
(a) Chennai
(b) Jodhpur
(c) Kochi
(d) Shimla
Show Answer & Explanation
Answer: (b) Jodhpur
Explanation:
1. A big winter-summer range with 9.6°C minimum and 40°C maximum suggests a dry inland place.
2. Little rain until June with a monsoon rise in July matches Jodhpur.
3. Chennai and Kochi are warmer in winter and Shimla is much cooler.
Teacher's Note:
1. Use temperature range and rainfall pattern to place a city.
2. Coastal places have a small temperature range.
(a) Metals react with acids to produce metal salts and hydrogen gas
(b) Generally, metals are good conductors of heat and electricity
(c) Metallic oxides are acidic in nature
(d) Some metals react with water to produce metal hydroxides and hydrogen gas
Show Answer & Explanation
Answer: (c) Metallic oxides are acidic in nature
Explanation:
1. Metal oxides are generally basic (some are amphoteric).
2. Non-metal oxides are acidic.
3. The other three statements are correct.
Teacher's Note:
1. Metal oxides are basic, non-metal oxides acidic.
2. Aluminium and zinc oxides are amphoteric.
(a) Tooth paste, Shampoo, baking soda, Vinegar
(b) Window cleaner, curd, milk of magnesia, lemon juice
(c) Calamine lotion, Shampoo, toothpaste, window cleaner
(d) Milk of magnesia, alcohol, lemon juice, slaked lime
Show Answer & Explanation
Answer: (c) Calamine lotion, Shampoo, toothpaste, window cleaner
Explanation:
1. Vinegar, curd and lemon juice are acidic.
2. Alcohol is neutral.
3. Calamine lotion, shampoo, toothpaste and window cleaner are all basic.
Teacher's Note:
1. Acidic items contain acids such as acetic, lactic and citric.
2. Check each set for an acidic or neutral item.
Assertion (A): The volume of all solids increases on melting.
Reason (R): The size of the atoms comprising the solids increases when they melt.
(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) Both (A) and (R) are false
Show Answer & Explanation
Answer: (d) Both (A) and (R) are false
Explanation:
1. Most solids expand on melting but ice contracts, so (A) is false for all solids.
2. Atoms do not grow on melting; only spacing changes, so (R) is false.
Teacher's Note:
1. Ice-water is an exception to the expansion rule.
2. Melting changes arrangement and spacing, not atom size.
(a) 180 m s⁻¹
(b) 60 m s⁻¹
(c) 3 m s⁻¹
(d) 30 m s⁻¹
Show Answer & Explanation
Answer: (c) 3 m s⁻¹
Explanation:
1. Time = 2 × 60 = 120 s.
2. Speed = 360 ÷ 120 = 3 m/s.
Teacher's Note:
1. Convert minutes to seconds before dividing.
2. Speed is distance over time.
(a) 10 cm
(b) 20 cm
(c) 40 cm
(d) 80 cm
Show Answer & Explanation
Answer: (a) 10 cm
Explanation:
1. A concave mirror forms a virtual image only when the object is between the pole and the focus.
2. So the distance must be less than 20 cm.
3. Only 10 cm satisfies this.
Teacher's Note:
1. At the focus no image forms (at infinity); beyond it the image is real.
2. Virtual, erect and magnified image is for u less than f.
Assertion (A): School science textbooks need to include episodes from history.
Reasoning (R): Historical development of ideas in science is important for a holistic understanding of science
(a) Both A and R are true but R is not the correct explanation of A
(b) Both A and R are true but R is the correct explanation of A
(c) A is correct and R is incorrect
(d) Both A and R are incorrect
Show Answer & Explanation
Answer: (b) Both A and R are true but R is the correct explanation of A
Explanation:
1. Both statements are true.
2. Historical development gives a holistic understanding of science.
3. That is exactly why history episodes should be in textbooks.
Teacher's Note:
1. History shows science as an evolving human endeavour.
2. Ask whether R gives the reason for A.
(a) Talking through wired phone
(b) Squatting low on the ground
(c) Using a mobile phone
(d) Taking shelter under short trees.
Show Answer & Explanation
Answer: (a) Talking through wired phone
Explanation:
1. Lightning can travel along telephone wires and cause shocks.
2. So a corded phone should not be used.
3. A mobile phone is considered safe, and squatting low is advised.
Teacher's Note:
1. Avoid tall trees, open ground and wired connections in thunderstorms.
2. Mobile phones and cordless phones are safe.
A. They explain the observations based on given information
B. They can make predictions about results of future observations
C. They are generalisations of empirical observations
D. Once proven, a theory cannot be disapproved
(a) A, B
(b) B, C
(c) C, D
(d) A, D
Show Answer & Explanation
Answer: (a) A, B
Explanation:
1. Theories explain observations and make testable predictions, so A and B are right.
2. Generalisations of observations describe laws, not theories.
3. Theories can be revised or replaced, so D is false.
Teacher's Note:
1. Laws describe what happens; theories explain why.
2. Scientific theories are tentative and open to revision.
(a) Why do we see only one face of moon from the earth?
(b) Why does the shape of moon change every day?
(c) What happens during a lunar eclipse?
(d) What would happen if period of rotation and revolution of moon are different?
Show Answer & Explanation
Answer: (d) What would happen if period of rotation and revolution of moon are different?
Explanation:
1. Open-ended questions have many possible answers and call for imagination.
2. The what-if question has no fixed single answer.
3. The others have specific factual answers.
Teacher's Note:
1. Closed questions have one correct answer.
2. Hypothetical what-if questions are usually open-ended.
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FAQs
You can get most exhaustive CTET Science Paper 2 MCQs with Answers Set 14 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 14 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 14, 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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