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It has been my experience that students require much practice with circuit analysis to become proficient. To this end, instructors usually provide their students with lots of practice problems to work through, and provide answers for students to check their work against. While this approach makes students proficient in circuit theory, it fails to fully educate them.
Students don't just need mathematical practice. They also need real, hands-on practice building circuits and using test equipment. So, I suggest the following alternative approach: students should build their own "practice problems" with real components, and try to mathematically predict the various voltage and current values. This way, the mathematical theory "comes alive," and students gain practical proficiency they wouldn't gain merely by solving equations.
Another reason for following this method of practice is to teach students scientific method: the process of testing a hypothesis (in this case, mathematical predictions) by performing a real experiment. Students will also develop real troubleshooting skills as they occasionally make circuit construction errors.
Spend a few moments of time with your class to review some of the "rules" for building circuits before they begin. Discuss these issues with your students in the same Socratic manner you would normally discuss the worksheet questions, rather than simply telling them what they should and should not do. I never cease to be amazed at how poorly students grasp instructions when presented in a typical lecture (instructor monologue) format!
A note to those instructors who may complain about the "wasted" time required to have students build real circuits instead of just mathematically analyzing theoretical circuits:
                    What is the purpose of students taking your course?
If your students will be working with real circuits, then they should learn on real circuits whenever possible. If your goal is to educate theoretical physicists, then stick with abstract analysis, by all means! But most of us plan for our students to do something in the real world with the education we give them. The "wasted" time spent building real circuits will pay huge dividends when it comes time for them to apply their knowledge to practical problems.
Furthermore, having students build their own practice problems teaches them how to perform primary research, thus empowering them to continue their electrical/electronics education autonomously.
In most sciences, realistic experiments are much more difficult and expensive to set up than electrical circuits. Nuclear physics, biology, geology, and chemistry professors would just love to be able to have their students apply advanced mathematics to real experiments posing no safety hazard and costing less than a textbook. They can't, but you can. Exploit the convenience inherent to your science, and get those students of yours practicing their math on lots of real circuits!

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This circuit is so simple, students should not even require the use of a calculator to determine the current figures. The point of it is, to get students to see the concept of superposition of voltages and currents.

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This circuit is so simple, students should not even require the use of a calculator to determine the current figures. If students are not familiar with current sources, this question provides an excellent opportunity to review them. The main point of the question is, however, to get students to see the concept of superposition of voltages and currents.

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As the answer states, students have a multitude of resources to consult on this topic. It should not be difficult for them to ascertain what this important theorem is and how it is applied to the analysis of circuits.
Be sure students understand what the terms linear and bilateral mean with reference to circuit components and the necessary conditions for Superposition Theorem to be applied to a circuit. Point out that it is still possible to apply the Superposition Theorem to a circuit containing nonlinear or unilateral components if we do so carefully (i.e. under narrowly defined conditions).

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Here is a circuit students will not be able to analyze by series-parallel analysis, since it is impossible to reduce all the resistors in it to a single equivalent resistance. It is cases like this that really showcase the power of Superposition as an analysis technique.

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In order to answer this question correctly (without just looking up the answer in a book), students will have to perform a few power calculations in simple, multiple-source circuits. It may be worthwhile to work through a couple of example problems during discussion time, to illustrate the answer.
Despite the fact that resistor power dissipations cannot be superimposed to obtain the answer(s), it is still possible to use the Superposition Theorem to calculate resistor power dissipations in a multiple-source circuit. Challenge your students with the task of applying this theorem for solving power dissipations in a circuit.

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I really enjoy covering the Superposition Theorem in class with my students. It's one of those rare analysis techniques that is intuitively obvious and yet powerful at the same time. Because the principle is so easy to learn, I highly recommend you leave this question for your students to research, and let them fully present the answer in class rather than you explain any of it.

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Though there are other methods of analysis for this circuit, it is still a good application of Superposition Theorem.

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Some students will erroneously leap to the conclusion that another generator will send twice the current through the load (with twice the voltage drop across the motor terminals!). Such a conclusion is easy to reach if one does not fully understand the Superposition Theorem.

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Though there are other methods of analysis for this circuit, it is still a good application of Superposition Theorem.

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This circuit is so simple, students should not even require the use of a calculator to determine the current figures. The point of it is, to get students to see the concept of superposition of voltages and currents.
Ask your students if they think it is important to keep track of voltage polarities and current directions in the superposition process. Why or why not?

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Notes:
This circuit is so simple, students should not even require the use of a calculator to determine the current figures. If students are not familiar with current sources, this question provides an excellent opportunity to review them. The main point of the question is, however, to get students to see the concept of superposition of voltages and currents.

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Discuss your students' procedures with them in class, so that all may see how a problem such as this may be solved. Superposition theorem is probably the most direct way of solving for all currents, although students could apply Kirchhoff's Laws if they are familiar with solving linear systems of equations.

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Discuss your students' procedures with them in class, so that all may see how a problem such as this may be solved. Superposition theorem is probably the most direct way of solving for all currents, although students could apply Kirchhoff's Laws if they are familiar with solving linear systems of equations.

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This is s very practical question, as induced noise is no academic matter in real industrial control systems. This is especially true around motor drive circuits, which are well known for their ability to generate lots of electrical noise!
Some students may suggest that the distinction between voltage and current signals is moot because shielded-pair cable is suppose to all but eliminate induced noise. In answer to this (good) question, it should be noted that real-life conditions are never ideal, and that induced noise (to some degree) is an unavoidable fact of life, especially in many industrial environments.
The challenge question may seem unanswerable until one considers the unavoidable resistance along the length of the signal cable and calculates the effects of voltage drop along the wire length for a huge input resistance versus a small input resistance.

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Note that the capacitor size has been chosen for negligible capacitive reactance (X_C) at the specific frequency, such that the 10 kW DC bias resistors present negligible loading to the coupled AC signal. This is typical for this type of biasing circuit.
Aside from giving students an excuse to apply the Superposition Theorem, this question previews a circuit topology that is extremely common in transistor amplifiers.

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Notes:
Note that the capacitor size has been chosen for negligible capacitive reactance (X_C) at the specific frequency, such that the 10 kW DC bias resistors present negligible loading to the coupled AC signal. This is typical for this type of biasing circuit.
Aside from giving students an excuse to apply the Superposition Theorem, this question previews a circuit topology that is extremely common in transistor amplifiers.

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