I'm worried that I'm bad at realizing when a question I've written requires little or no conceptual understanding to answer. Like, when I'm writing a question for a homework assignment or exam, I'll be thinking of it conceptually because that's how I've learned mathematics. But I don't know how to ensure that the question demands that a student think conceptually. Here's a silly minimal example calculus question to illustrate what I mean:
Suppose that a truck's distance from you in meters at a time $t$ seconds after the big bang is given by the function $p(t) = \sin(t)+42 + \mathrm{e}^t$. What is the velocity of the truck $t=19$?
I wrote this question thinking that you need to understand the whole "velocity is the derivative of position" idea to answer. But really a student could answer this question by noticing that it has a function $p$ in it, take that function's derivative because that's the only thing you do to functions in an differential calculus class, and then plug in $t=19$ because why else would that $t=19$ be there.
How can I learn to write questions that require a student to think conceptually/deeply to answer?
Or if you want to ask this question from a pessimistic/adversarial perspective, how can I learn to write questions that'll thwart some learners' habits of cramming immediately before tests or exams so they can robotically reproduce what they've crammed, without ever really having understood it?
I'm interested in resources that address this, but I'm not sure such resources exist, so sage advice is very welcome. :)