This paper provides a mapping of common conceptual difficulties in learning fundamentals of engineering analysis from two different core courses in mechanical engineering—fluid mechanics and statics. For analysis, examples from actual test questions and student performance on them are presented with interpretations of the subject areas and source of difficulties. Properly designed multiple choice questions can provide an effective evaluation of student comprehension. The paper discusses the structure of good questions, and describes how improperly designed questions may hinder learning and accurate assessment.

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