You are required to set a theory assessment playing the role of an examiner for a national assessment. 
Unit name: PNEUMATIC AND HYDRAULIC SYSTEMS
The learning outcomes should be:
1. Install pneumatic and hydraulic systems
2. Test and inspect pneumatic and hydraulic systems
3. Integrate and verify pneumatic and hydraulic system parameters
4. Service and maintain pneumatic and hydraulic systems
5. Redesign existing systems with hydraulic/ pneumatic systems

Topic 1: Install pneumatic and hydraulic systems
Subtopics:
- Introduction to pneumatics and hydraulic systems
- Layout of pneumatics and hydraulic systems
- Components of pneumatics and hydraulic systems
- Types and properties of Pneumatics and hydraulic systems fluids
- Tools and equipment used in pneumatics and hydraulic system installation
- Pneumatics and hydraulic system symbols and technical drawing
- Pneumatics and hydraulic system instrumentation
Topic 2: Test and inspect pneumatic and hydraulic systems
- Standard procedures for testing and inspection
- Hydraulic and pneumatic system fluid contaminants
- Diagnostic tools and equipment and instrumentation used in testing and inspection of hydraulic and pneumatic systems
- Pneumatic and hydraulic system calibration and manipulation
- Fault detection indicators and rectification for example Noise, Bends, Heating, Leakages, and vibration
- Identifying systems to be tested and/or inspected for example, Fluids parameters, Gauges and valves, Joints, Seals and gaskets, and Filters
- Documentation of test and inspection results and reporting
Topic 3: Integrate and verify pneumatic and hydraulic system parameters
- Hydraulic and pneumatic fluid parameters
- Gauges and instruments in Hydraulic and pneumatic systems
- Energy flow in Hydraulic and pneumatic systems
- Hydraulic and pneumatic actuators
- Hydraulic and pneumatic connection types and layouts
Topic 4: Service and maintain pneumatic and hydraulic systems
-	Working with pressurized equipment
- Pneumatic and hydraulic machine drive systems
-	Tools and equipment used in the Service and maintenance of pneumatic and hydraulic systems
-	Types of Maintenance
-	Maintenance scheduling and planning
-	Maintenance documentation
-	Maintenance reliability
-	Inspection methods of pneumatic and hydraulic systems
-	Pneumatic and hydraulic systems assembly and disassembly
Topic 5: Redesign existing systems with hydraulic/ pneumatic systems
-	Pneumatic and hydraulic system applications
-	Integration of Pneumatic and hydraulic systems in existing systems
-	Conventional drive systems for example Belts and pulley, Camshafts, Chain drives, Electrical machine drives and Manual shut off valves systems
- Design of Pneumatic and hydraulic machine drive systems

The learner is supposed to be competent in the operation, working principle and maintenance following equipment:
•	Instruments and gauges
•	Directional control valves
•	Pneumatic and hydraulic components and pumps
•	Compressors
•	Reservoirs 
•	Hydraulic and pneumatic presses and jacks
•	Pipe bending equipment
•	Hydraulic and pneumatic supply units
•	Purification equipment
•	Hydraulic and pneumatic cylinders
•	Hydraulic and pneumatic control valves
•	Hydraulic and pneumatic motors
The learner should be capable of using, maintaining and replacing the following materials:
•	Seals and gaskets
•	Lids
•	Valves
•	Piping and connectors
•	Joints
•	Hydraulic fluids
•	Electrical and mechanical peripherals

The first task is to make 20 multiple-choice questions. The following are the rules for making the MCQ questions:
1. Apply Bloom's taxonomy and action verbs when phrasing the question. Each test item should only have one question.
2. Avoid true/false questions. 
3. Each test item should have four options
4. The four possible answer options should not include the choices All the above or None of the above. 
5. The test item should avoid the use of negative phrasing. It should only be used when the learning outcome requires a negative element. 
6. The test item may be a question or a partial question. A question test item is preferable for the majority of the question.
7. All test item options should be plausible. The function of the incorrect alternatives is to serve as distractors, which should be selected by students who did not achieve the learning outcome but ignored by students who did achieve the learning outcome. Alternatives that are implausible don’t serve as functional distractors and thus should not be used. Common student errors provide the best source of distractors.
8. Test item options should be stated clearly and concisely. Options that are excessively wordy assess students’ reading ability rather than their attainment of the learning objective
9. Test item options should be mutually exclusive. Alternatives with overlapping content may be considered “trick” items by test-takers, excessive use of which can erode trust and respect for the testing process.
10. Test item options should be homogenous in content. Alternatives that are heterogeneous in content can provide cues to students about the correct answer.
11. Test item options should be free from clues about which response is correct. Sophisticated test-takers are alert to inadvertent clues to the correct answer, such as differences in grammar, length, formatting, and language choice in the alternatives. It’s therefore important that alternatives: Have grammar consistent with the stem. Are parallel in form. Are similar in length. Use similar language (e.g., all unlike textbook language or all like textbook language).
12. The Test item options should be presented in a logical order (e.g., alphabetical or numerical) to avoid a bias toward certain positions.

Make 20 MCQ questions which are standardized as per Bloom's taxonomy to assess the competence of a learner. You may ask any necessary questions before executing the task to improve your output. All topics and subtopics are valid areas for assessment.