This is a fair comment, that a single question can be used test several different aspects of a topic. However, unless you are specifically testing the student'

This is a fair comment, that a single question can be used test several different aspects of a topic. However, unless you are specifically testing the student's ability to string the different aspects together precisely, I don't believe that to be an optimal exam question. Here, for example, you are seem to be allowing the student a 50% passing grade (2/4 expectations met) if they show they understand the text by drawing it out, and remember the formulas from the syllabus sufficiently to write them down without starting to apply them. That maybe isn't your intent, and maybe your ideal mark scheme would try to avoid over-crediting something like that. But even if that's not what you intended, that has become the reality: setting expectations for partial credit has led to increasingly simplistic expectations of students and this in turn to rampant grade inflation. Grade inflation has been strongly encouraged by institutions' statistical collation, but has been mostly avoided by the SAT. I'm not sure that I want students to have access to good grades even if they consistently give wrong final answers, transposing digits and so on. It shows a lack of precision and a lack of full understanding of the question (not able to do effective sanity checking). Precision is a skill that mathematics can help people to learn, in my opinion. The SAT being multiple choice means you have a fair opportunity to correct this type of mistake - a typographical error typically won't fit with any of the multiple choice answers and you'll have the chance to correct it (costing you only the correction time - and teaching you that precision is of some importance). The wrong multiple choice answers tend to fit deliberately with common conceptual errors. This actually illustrates a useful element of the SAT exam design.