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FREE RESOURCE

100 Python
Programming
Challenges
Ready-to-use classroom problems for Computer Science
teachers

Created by Eoin Shannon

CodeBash

Copyright © Eoin Shannon, CodeBash

Free to use and share with other teachers for educational purposes. Not permitted
for commercial redistribution or resale.

[Link] · 1 / 87
How to Use This Pack
Each challenge includes a problem statement (written in plain language), an example showing
expected input and output, hints for differentiation, mark scheme notes, and an extension task
for students who finish early.

The hints column can be withheld from more confident students. Mark scheme notes describe
what a correct solution must achieve - they are intentionally brief so this document remains
usable as a classroom handout.

Which Tier for Which Class?

Year Group Recommended Tiers

KS3 (Year 7-9) Tier 1 (Foundation), selected Tier 2 (Intermediate)

Year 10-11 (Secondary) Tiers 1-3 (Foundation, Intermediate, Applied)

A-Level / Further Tiers 3-4 (Applied, Stretch Challenges)

Foundation: Basic syntax, input/output, selection, and loops. Suitable for KS3 and secondary
foundation learners.

Intermediate: Functions, lists, strings, OOP basics, and classic algorithms. Core secondary and lower
A-Level.

Applied: File I/O, error handling, data structures, recursion, and applied algorithms. Upper secondary
and A-Level.

Stretch Challenges: Multi-part problems combining multiple skills. A-Level standard. Maps to NEA
complexity requirements.

These challenges are available on CodeBash as interactive auto-marked tasks - run them
in class, track student progress, and see exactly which concepts need more support.
Free trial at [Link] · No credit card required

[Link] · 2 / 87
Foundation
Basic syntax, input/output, selection, and loops. Suitable for KS3 and secondary foundation learners.

Challenge 1 Hello, Name

PROBLEM

Write a program that asks the user for their name and displays a personalised greeting.

EXAMPLE

Enter your name: Alice

Hello, Alice! Welcome to Python.

HINTS

Use input() to collect the name. Use an f-string to build the message.

MARK SCHEME

Correctly uses input(). Outputs a greeting that includes the name entered.

EXTENSION

Ask for first and last name separately. Display "Hello, [first] [last]!"

TEACHER NOTES

Works well as a first ever Python task. Students often forget to store the return value of input() in
a variable - a useful misconception to address early.

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Challenge 2 Age Calculator

PROBLEM

Ask the user for the year they were born. Calculate and display their age this year.

EXAMPLE

Enter your birth year: 2008

You are 17 years old.

HINTS

Use int() to convert input. Subtract birth year from the current year (2026).

MARK SCHEME

Correct use of int(). Correct subtraction. Output includes the calculated age.

EXTENSION

Ask for birth month and day. Give a more precise age in years and months.

TEACHER NOTES

Introduces type conversion naturally. Students are often surprised that input() always returns a
string - set this expectation before they run into the error.

Challenge 3 Area of a Rectangle

PROBLEM

Ask for the length and width of a rectangle. Display its area and perimeter.

EXAMPLE

Enter length: 8
Enter width: 5
Area: 40
Perimeter: 26

HINTS

Area = length x width. Perimeter = 2 x (length + width). Use float() for inputs.

MARK SCHEME

Correct formulae for both area and perimeter. Both values displayed clearly.

EXTENSION

Also calculate the diagonal length using [Link]().

TEACHER NOTES

A good consolidation task after covering variables and arithmetic operators. Encourage students
to use descriptive variable names rather than single letters.

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Challenge 4 Odd or Even

PROBLEM

Ask the user for a whole number. Tell them whether it is odd or even.

EXAMPLE

Enter a number: 7
7 is odd.

HINTS

Use the modulo operator %. If number % 2 == 0 it is even.

MARK SCHEME

Correct use of modulo. Both cases handled. Output includes the original number.

EXTENSION

Also tell the user if the number is positive, negative, or zero.

TEACHER NOTES

Introduces the modulo operator, which many students encounter for the first time here. Worth
pausing to explain what remainder means before students start coding.

Challenge 5 Temperature Converter

PROBLEM

Write a program that converts a temperature from Celsius to Fahrenheit. Formula: F = (C x

9/5) + 32

EXAMPLE

Enter temperature in Celsius: 100

100 degrees C is 212.0 degrees F

HINTS

Use float() for input. Apply the formula. Round to 1 decimal place using round().

MARK SCHEME

Correct formula. Output shows both values with units. Handles decimal input.

EXTENSION

Let the user choose the direction of conversion (C to F or F to C).

TEACHER NOTES

Good for practising arithmetic and rounding. Students who finish quickly benefit from the
extension, which introduces simple selection.

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Challenge 6 Password Checker

PROBLEM

Ask the user to enter a password. Tell them if it is strong or weak. Rules: at least 8
characters, contains at least one number, contains at least one uppercase letter.

EXAMPLE

Enter a password: hello

Weak password. Must be at least 8 characters.

HINTS

Use len() for length. Use any([Link]() for c in password) to check for a digit.

MARK SCHEME

All three rules checked independently. Specific feedback given for each failure. Passes when all
three are met.

EXTENSION

Also require at least one special character (e.g. !, @, #).

TEACHER NOTES

Students often try to use a single long if-statement instead of checking each rule separately.
Encourage checking each condition independently so feedback is specific.

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Challenge 7 Times Table

PROBLEM

Ask the user for a number. Display the times table for that number up to 12.

EXAMPLE

Enter a number: 6
6 x 1 = 6
6 x 2 = 12
...
6 x 12 = 72

HINTS

Use a for loop with range(1, 13).

MARK SCHEME

Correct loop range. Correct calculation. All 12 lines displayed in correct format.

EXTENSION

Ask the user how far they want the table to go (e.g. up to 20).

TEACHER NOTES

A classic first for loop task. Students often write range(1, 12) and miss the 12 times entry - worth
discussing how range() works before they start.

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Challenge 8 Number Guessing Game

PROBLEM

Generate a random number between 1 and 10. Ask the user to guess it. Tell them if they
are correct, too high, or too low. Keep asking until they get it right.

EXAMPLE

Guess a number between 1 and 10: 5

Too low!
Guess a number between 1 and 10: 8
Too high!
Guess a number between 1 and 10: 7
Correct! You took 3 guesses.

HINTS

Use import random and [Link](1, 10). Use a while loop. Count guesses with a variable.

MARK SCHEME

Random number generated. Loop continues until correct. High/low feedback given. Guess count
displayed.

EXTENSION

Give the user a maximum of 5 guesses before revealing the answer.

TEACHER NOTES

This task works well once students have covered loops and selection. Some students struggle to
understand that the random number must be generated before the loop begins, not inside it.

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Challenge 9 FizzBuzz

PROBLEM

Print the numbers from 1 to 100. For multiples of 3 print Fizz, for multiples of 5 print Buzz,
for multiples of both print FizzBuzz.

EXAMPLE

1, 2, Fizz, 4, Buzz, Fizz, 7, 8, Fizz, Buzz, 11, Fizz, 13, 14, FizzBuzz...

HINTS

Check for multiples of both 3 and 5 first. Use the % operator.

MARK SCHEME

Correct output for all three cases. FizzBuzz case handled before the individual checks.

EXTENSION

Make the range and divisors configurable by user input.

TEACHER NOTES

FizzBuzz is deliberately simple but tests whether students understand order of conditions in if/elif
chains. Students who check 3 and 5 separately first will fail on 15 - worth discussing why as a
class.

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Challenge 10 Shopping Basket Total

PROBLEM

Ask the user to enter item prices one at a time. When they type 'done', display the total
and the number of items.

EXAMPLE

Enter price (or 'done'): 3.99

Enter price (or 'done'): 1.50
Enter price (or 'done'): done
2 items. Total: 5.49

HINTS

Use a while loop. Convert input to float. Accumulate total with +=.

MARK SCHEME

Loop exits on 'done'. Correct total and item count. Handles at least one item entered.

EXTENSION

Apply a 10% discount if the total exceeds 20.

TEACHER NOTES

A natural use of indefinite iteration. Students sometimes struggle with the sentinel value pattern
- writing the loop condition and the string comparison in the same step can cause confusion.

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Challenge 11 Grade Classifier

PROBLEM

Ask for a student's exam score (0-100). Display the corresponding grade: 90-100=A*,
80-89=A, 70-79=B, 60-69=C, 50-59=D, below 50=U.

EXAMPLE

Enter score: 85
Grade: A

HINTS

Use elif for each range. Handle invalid input (below 0 or above 100).

MARK SCHEME

All six grades correctly assigned. Invalid input handled with an error message.

EXTENSION

Ask for scores in five subjects. Display the average and overall grade.

TEACHER NOTES

Students often write overlapping conditions, for example if score >= 80 and if score >= 70
without elif. Walk through what happens when a score of 85 hits each line - it helps them see
why elif matters.

Challenge 12 Factorial

PROBLEM

Ask the user for a positive integer. Calculate and display its factorial.

EXAMPLE

Enter a number: 5
5! = 120

HINTS

Factorial of n = n x (n-1) x ... x 1. Start with result = 1 and multiply in a loop.

MARK SCHEME

Correct calculation. Handles 0! = 1. Rejects negative input with an error message.

EXTENSION

Write a recursive version of the function.

TEACHER NOTES

A good introduction to accumulator patterns. Many students initialise their result variable at 0
instead of 1 - worth predicting what will happen before they run it.

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Challenge 13 Countdown Timer

PROBLEM

Ask the user for a starting number. Count down to zero, displaying each number.

EXAMPLE

Start from: 5
5
4
3
2
1
Blast off!

HINTS

Use a while loop or a for loop with range() in reverse.

MARK SCHEME

All numbers displayed in correct order. 'Blast off!' shown at end. Handles start of 0.

EXTENSION

Add a 1-second pause between each number using [Link](1).

TEACHER NOTES

Useful for consolidating loops. Students using range() often forget that range(n, 0, -1) excludes
0, so 'Blast off!' must be handled separately.

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Challenge 14 Sum of Digits

PROBLEM

Ask the user for a positive integer. Calculate the sum of its digits.

EXAMPLE

Enter a number: 1234

Sum of digits: 10

HINTS

Convert to a string and iterate through characters. Convert each character back to int.

MARK SCHEME

Correct sum for any positive integer. Handles single-digit input correctly.

EXTENSION

Keep summing the digits until a single digit remains (digital root).

TEACHER NOTES

This task introduces the idea of treating a number as a sequence of characters. Students who
are comfortable with loops often find this satisfying because it combines two ideas they already
know.

Challenge 15 Number to Words (1-9)

PROBLEM

Ask the user for a number between 1 and 9. Display it in words.

EXAMPLE

Enter a number (1-9): 7

seven

HINTS

Use a list indexed from 0. Index 0 can store an empty string or a default.

MARK SCHEME

Correct word for all nine numbers. Handles input outside 1-9 with an error message.

EXTENSION

Extend to cover 1-20.

TEACHER NOTES

A gentle introduction to using lists as lookup tables. Students who use if/elif chains for all nine
cases have solved it correctly but should be shown the list approach as a cleaner alternative.

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Challenge 16 Average Calculator

PROBLEM

Ask the user to enter a series of numbers, one per line. When they type 'done', display the
average.

EXAMPLE

Enter a number (or 'done'): 10

Enter a number (or 'done'): 20
Enter a number (or 'done'): done
Average: 15.0

HINTS

Accumulate the total and count separately. Divide at the end.

MARK SCHEME

Correct average. Handles one number entered. Handles 'done' as first input gracefully.

EXTENSION

Also display the highest and lowest values entered.

TEACHER NOTES

Common errors include dividing total by count before the loop ends, or failing to handle the case
where no numbers are entered. Both make good discussion points.

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Challenge 17 Palindrome Checker

PROBLEM

Ask the user for a word. Tell them whether it is a palindrome (reads the same forwards and
backwards).

EXAMPLE

Enter a word: racecar

racecar is a palindrome.

HINTS

Reverse a string using [::-1]. Convert to lowercase before comparing.

MARK SCHEME

Correct result for palindromes and non-palindromes. Case-insensitive comparison.

EXTENSION

Handle phrases (remove spaces and punctuation before checking). 'A man a plan a canal
Panama' should return palindrome.

TEACHER NOTES

Introduces string slicing. Students who check individual characters in a loop also get a working
solution - praise the approach and then show how slice notation compresses it.

Challenge 18 Coin Toss Simulator

PROBLEM

Simulate 100 coin tosses. Count and display the number of heads and tails.

EXAMPLE

Heads: 52
Tails: 48

HINTS

Use [Link](['Heads', 'Tails']). Use a loop and two counters.

MARK SCHEME

Exactly 100 tosses. Both results counted correctly. Totals add to 100.

EXTENSION

Ask the user how many tosses to simulate. Display results as a percentage.

TEACHER NOTES

A fun entry point for the random module. Students enjoy seeing that results vary each run and
this can prompt a brief discussion about pseudorandom number generation.

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Challenge 19 BMI Calculator

PROBLEM

Ask for weight (kg) and height (m). Calculate and display BMI and the category. Formula:
BMI = weight / (height x height) Categories: Below 18.5=Underweight, 18.5-24.9=Healthy,
25-29.9=Overweight, 30+=Obese.

EXAMPLE

Enter weight (kg): 70

Enter height (m): 1.75
BMI: 22.9 - Healthy

HINTS

Use float() for inputs. Round BMI to 1 decimal place.

MARK SCHEME

Correct formula. All four categories correct. Output shows BMI value and category.

EXTENSION

Validate that height and weight are positive numbers.

TEACHER NOTES

Consolidates float input and elif chains. Some students square the height using ** 2 which is fine
- worth acknowledging both approaches.

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Challenge 20 Number Pyramid

PROBLEM

Ask the user for a number n. Print a right-angled triangle of numbers n rows tall.

EXAMPLE

n=4:
1
1 2
1 2 3
1 2 3 4

HINTS

Outer loop for rows, inner loop for numbers in each row. Use end=' ' in print().

MARK SCHEME

Correct shape and numbers. Works for any positive n.

EXTENSION

Print an inverted version (n rows down to 1 row).

TEACHER NOTES

Introduces nested loops. Students need to understand that the inner loop range depends on the
outer loop variable - draw the structure on the board before they attempt it.

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Challenge 21 Leap Year Checker

PROBLEM

Ask the user for a year. Tell them whether it is a leap year. Rules: divisible by 4, except
centuries, unless divisible by 400.

EXAMPLE

Enter a year: 2000

2000 is a leap year.

HINTS

Check divisibility by 400 first, then 100, then 4.

MARK SCHEME

Correct result for all cases: 2000=leap, 1900=not, 2024=leap, 2023=not.

EXTENSION

Display all leap years between two years entered by the user.

TEACHER NOTES

A good test of nested or compound conditions. Test students with 1900 and 2000 specifically -
those are the edge cases that catch out most solutions.

Challenge 22 Word Reverser

PROBLEM

Ask the user for a sentence. Display the sentence with the words in reverse order.

EXAMPLE

Enter a sentence: the quick brown fox

fox brown quick the

HINTS

Use .split() to turn the sentence into a list. Use [::-1] to reverse. Use ' '.join() to reassemble.

MARK SCHEME

Words in correct reverse order. Handles single words. Handles extra spaces.

EXTENSION

Also reverse the letters within each word.

TEACHER NOTES

Introduces three important string methods in one task. Students who use a loop to reverse the
list are working correctly - show them the slice notation as an alternative after.

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Challenge 23 Multiplication Quiz

PROBLEM

Generate 10 random multiplication questions (numbers 1-12). Mark each answer right or
wrong. Display the final score out of 10.

EXAMPLE

What is 7 x 8? 56
Correct!
What is 3 x 9? 25
Wrong! The answer was 27.
...
You scored 8 out of 10.

HINTS

Use [Link](1, 12). Use a loop. Compare user input (converted to int) with the correct
answer.

MARK SCHEME

10 questions generated. Correct/wrong feedback each time. Final score displayed.

EXTENSION

Time the quiz using [Link](). Display how long it took.

TEACHER NOTES

Students engage well with this task because the output is interactive. Watch out for students
comparing a string input directly with an integer answer - int() conversion is a common omission.

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Challenge 24 Currency Converter

PROBLEM

Ask the user for an amount in pounds. Display the equivalent in euros and US dollars using
fixed conversion rates of your choice.

EXAMPLE

Enter amount in GBP: 50

58.50 euros
63.00 USD

HINTS

Define conversion rates as variables at the top. Multiply the amount by each rate.

MARK SCHEME

Correct calculations for both currencies. Symbols displayed. Handles decimal input.

EXTENSION

Let the user choose which currency to convert from and to.

TEACHER NOTES

A straightforward consolidation task. Encourage students to define the rates as named constants
at the top of their program rather than hardcoding them inside the calculation.

Challenge 25 Prime Number Checker

PROBLEM

Ask the user for a positive integer. Tell them whether it is prime.

EXAMPLE

Enter a number: 17
17 is prime.

HINTS

A prime has no factors other than 1 and itself. Check divisibility from 2 up to the square root of
the number.

MARK SCHEME

Correct result for primes and non-primes. Handles 1 (not prime) and 2 (prime) correctly.

EXTENSION

Display all prime numbers up to a user-specified limit.

TEACHER NOTES

Students often check up to n-1, which works but is inefficient. Introduce the square root
optimisation as an extension discussion for stronger students.

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Intermediate
Functions, lists, strings, OOP basics, and classic algorithms. Core secondary and lower A-Level.

Challenge 26 Vowel Counter

PROBLEM

Ask the user for a sentence. Count and display the number of vowels.

EXAMPLE

Enter a sentence: Hello World

Number of vowels: 3

HINTS

Check each character against 'aeiouAEIOU'. Use a counter variable.

MARK SCHEME

All five vowels counted (case-insensitive). Correct count for any input.

EXTENSION

Display a breakdown by vowel (a: 1, e: 1, o: 1...).

TEACHER NOTES

Good for consolidating iteration over strings. Students who check .lower() on the character
before comparing against a single-case vowel string show good thinking.

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Challenge 27 List Maximum and Minimum

PROBLEM

Ask the user to enter 10 numbers. Display the largest and smallest without using Python's
built-in max() or min() functions.

EXAMPLE

After entering 10 numbers:

Largest: 97
Smallest: 3

HINTS

Store in a list. Set initial highest/lowest to the first element. Compare each subsequent element.

MARK SCHEME

Does not use built-in max/min. Correct values identified for any 10 numbers.

EXTENSION

Sort the list without using .sort() or sorted().

TEACHER NOTES

The constraint on not using built-ins is important - it forces students to think about the algorithm.
Students who initialise their tracker at 0 will fail if all numbers are negative.

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Challenge 28 Student Grade Book

PROBLEM

Ask the teacher to enter student names and scores. When they type 'done', display each
student with their grade, the class average, and the top scorer.

EXAMPLE

Enter name (or 'done'): Alice

Enter score: 78
...
Class average: 74.5
Top scorer: Alice (78)

HINTS

Use two parallel lists or a list of tuples. Calculate average from accumulated total.

MARK SCHEME

Names and grades stored and displayed. Average calculated correctly. Top scorer identified.

EXTENSION

Display results sorted by score (highest first).

TEACHER NOTES

This task works well after students have learned lists and loops. Using two parallel lists versus a
list of tuples is worth discussing as a design choice.

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Challenge 29 Caesar Cipher

PROBLEM

Encrypt a message using the Caesar cipher. Ask for the message and the shift value.

EXAMPLE

Message: hello
Shift: 3
Encrypted: khoor

HINTS

Use ord() and chr(). Handle wrap-around from z back to a using modulo.

MARK SCHEME

Correct encryption for all lowercase letters. Non-letter characters unchanged. Wrap-around
handled.

EXTENSION

Add a decryption function. Allow uppercase letters.

TEACHER NOTES

Links well with theory lessons on encryption. The wrap-around is the tricky part - students who
get most letters right but fail on x, y, z have probably missed the modulo.

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Challenge 30 Word Frequency Counter

PROBLEM

Ask the user for a sentence. Display how many times each unique word appears.

EXAMPLE

Enter a sentence: the cat sat on the mat near the cat
the: 3
cat: 2
sat: 1

HINTS

Use a dictionary. Use .split() to get words. Loop and increment counts.

MARK SCHEME

Correct counts for all words. Case-insensitive. All unique words displayed.

EXTENSION

Sort output by frequency (most common first).

TEACHER NOTES

An ideal first dictionary task. Students who use a list and count occurrences are working harder
than they need to - this is a good moment to motivate why dictionaries exist.

Challenge 31 Rock Paper Scissors

PROBLEM

Implement a best-of-three Rock Paper Scissors game against the computer.

EXAMPLE

Enter Rock, Paper, or Scissors: Rock

Computer chose Paper.
Computer wins this round!
Score: You 0 - Computer 1

HINTS

Use [Link]() for the computer's move. Track wins and losses across rounds.

MARK SCHEME

All three outcomes correct. Best-of-three tracked. Final result displayed.

EXTENSION

Add Lizard and Spock (Big Bang Theory version).

TEACHER NOTES

Students enjoy this task. The condition logic for all nine combinations is the main challenge -
encourage them to map out all possible matchups before coding.

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Challenge 32 Function: Is Prime

PROBLEM

Write a function is_prime(n) that returns True if n is prime, False otherwise. Use it to print all
prime numbers up to 100.

EXAMPLE

2 3 5 7 11 13 17 19 23 29 31 37 41 43 47 53 59 61 67 71 73 79 83 89 97

HINTS

Check divisibility from 2 up to int(n**0.5) + 1. Return False immediately if a divisor is found.

MARK SCHEME

Function defined correctly. Returns boolean. Correct primes up to 100 displayed.

EXTENSION

Use the Sieve of Eratosthenes algorithm instead.

TEACHER NOTES

Works well as a first functions task because the function has a clear, testable purpose. Students
who print inside the function rather than returning a value need guidance on the return concept.

Challenge 33 Fibonacci Sequence

PROBLEM

Write a function that returns the first n Fibonacci numbers as a list.

EXAMPLE

How many? 8
[0, 1, 1, 2, 3, 5, 8, 13]

HINTS

Start with [0, 1]. Each subsequent number is the sum of the two before it.

MARK SCHEME

Correct sequence. Function returns a list. Handles n=1 and n=2 correctly.

EXTENSION

Write a recursive version. Compare outputs with the iterative version.

TEACHER NOTES

Check that students handle n=1 (returns [0]) and n=2 (returns [0, 1]) as edge cases. The
extension to recursion works well as a lead-in to later recursive challenges.

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Challenge 34 ATM Simulator

PROBLEM

Simulate an ATM. Start with a balance of 500. Allow the user to: check balance, deposit,
withdraw, or quit. Validate that withdrawals do not exceed the balance.

EXAMPLE

1. Check balance
2. Deposit
3. Withdraw
4. Quit
Choice: 3
Withdraw: 600
Insufficient funds.

HINTS

Use a while loop with a menu. Convert amounts to float. Check balance before allowing
withdrawal.

MARK SCHEME

All four options work correctly. Validation prevents overdraft. Loop continues until quit.

EXTENSION

Set a daily withdrawal limit of 300. Track total withdrawn in the current session.

TEACHER NOTES

A good structured task that requires combining loops, functions, and conditionals. Students who
hard-code the menu options into a single block of code can be encouraged to break it into
functions.

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Challenge 35 String Statistics

PROBLEM

Write a function that takes a string and returns: length, number of words, number of
vowels, and number of uppercase letters.

EXAMPLE

Input: 'Hello World'

Length: 11, Words: 2, Vowels: 3, Uppercase: 2

HINTS

Use len() for length. Use .split() for word count. Loop through characters for vowels and
uppercase.

MARK SCHEME

Correct values for all four statistics. Function takes a string parameter and returns all results.

EXTENSION

Also return the most common character.

TEACHER NOTES

A useful consolidation of string methods in one task. Some students return only one value from
the function - discuss tuples and multiple return values as appropriate for your class.

Challenge 36 Number to Roman Numerals

PROBLEM

Convert a number between 1 and 3999 to Roman numerals.

EXAMPLE

Enter a number: 2024

MMXXIV

HINTS

Use two lists: one for values, one for symbols. Work from the largest value down.

MARK SCHEME

Correct conversion for all values 1-3999. Handles subtractive notation (IV, IX, XL, XC, CD, CM).

EXTENSION

Convert Roman numerals back to a decimal number.

TEACHER NOTES

The subtractive notation cases (IV, IX etc.) trip up students who only map single symbols. Walk
through IV=4 before they start and ask them to think about how to represent it.

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Challenge 37 Stack Implementation

PROBLEM

Implement a stack using a list. Provide push, pop, peek, and is_empty operations as
functions.

EXAMPLE

push(5), push(3), push(9)

peek() -> 9
pop() -> 9
peek() -> 3

HINTS

A stack is Last In, First Out. Use [Link]() for push and [Link]() for pop.

MARK SCHEME

All four operations work correctly. pop() and peek() handle empty stack gracefully.

EXTENSION

Use your stack to check if brackets in a string are balanced, e.g. {[()]} is balanced.

TEACHER NOTES

Best taught alongside theory content on stacks and queues. Students often understand the
concept easily but struggle to connect it to code - the append/pop mapping is worth making
explicit.

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Challenge 38 Queue Implementation

PROBLEM

Implement a queue using a list. Provide enqueue, dequeue, peek, and is_empty operations.

EXAMPLE

enqueue('A'), enqueue('B'), enqueue('C')

dequeue() -> 'A'
peek() -> 'B'

HINTS

A queue is First In, First Out. Enqueue to the back, dequeue from the front.

MARK SCHEME

Correct FIFO behaviour. Empty queue handled gracefully on dequeue and peek.

EXTENSION

Simulate a printer queue: add jobs, process them in order, display the status.

TEACHER NOTES

Pair this with challenge 37 for a theory and programming double lesson. The printer queue
extension maps the abstract structure to a real-world use case that students can reason about.

Challenge 39 Anagram Checker

PROBLEM

Write a function that takes two words and returns True if they are anagrams of each other.

EXAMPLE

listen / silent -> True

hello / world -> False

HINTS

Sort the letters of both words and compare. Use .lower() before sorting.

MARK SCHEME

Correct result for anagrams and non-anagrams. Case-insensitive. Handles spaces.

EXTENSION

Find all anagrams of a given word from a provided word list.

TEACHER NOTES

A neat task that demonstrates the power of sorting as a problem-solving technique. Students
who compare character counts in a dictionary also get a working and arguably more efficient
solution.

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Challenge 40 Number Base Converter

PROBLEM

Write a program that converts a decimal number to binary, octal, and hexadecimal -
without using Python's built-in bin(), oct(), or hex() functions.

EXAMPLE

Enter a decimal number: 255

Binary: 11111111
Octal: 377
Hexadecimal: FF

HINTS

Use repeated division by the target base. Collect remainders in reverse order.

MARK SCHEME

Correct conversion for all three bases using the division algorithm. Handles 0.

EXTENSION

Convert in the other direction: binary, octal, and hex inputs to decimal.

TEACHER NOTES

Works very well alongside binary and hexadecimal theory content. The restriction on built-in
functions forces students to understand the algorithm rather than delegating it to Python.

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Challenge 41 Highest Common Factor

PROBLEM

Write a function to find the highest common factor (HCF) of two numbers using the
Euclidean algorithm.

EXAMPLE

HCF of 48 and 18: 6

HINTS

Euclidean algorithm: hcf(a, b) = hcf(b, a % b) until the remainder is 0.

MARK SCHEME

Correct HCF for all valid inputs. Implements the Euclidean algorithm rather than brute force.

EXTENSION

Also calculate the lowest common multiple using the HCF.

TEACHER NOTES

A good introduction to algorithm implementation. Students who use brute force (checking all
numbers from 1 to n) arrive at a correct answer but should be shown why the Euclidean
approach is better.

Challenge 42 Sentence Scrambler

PROBLEM

Take a sentence and scramble the letters within each word, keeping the first and last letters
in place.

EXAMPLE

the quick brown fox -> the qicuk bwron fox

HINTS

For each word, keep index 0 and -1 in place. Shuffle the middle using [Link]().

MARK SCHEME

First and last letters unchanged. Middle letters randomised. Words of 3 or fewer characters left
unchanged.

EXTENSION

Ask the user if they can still read the scrambled sentence. Build a short quiz around it.

TEACHER NOTES

An engaging task with a fun result. Students often forget to handle short words (3 characters or
fewer) correctly. Testing with a single-letter word is a good edge case to discuss.

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Challenge 43 Matrix Addition

PROBLEM

Create two 3x3 matrices as 2D lists. Write a function to add them and display the result.

EXAMPLE

[[1,2,3],[4,5,6],[7,8,9]] + [[9,8,7],[6,5,4],[3,2,1]] = [[10,10,10],[10,10,10],

[10,10,10]]

HINTS

Use nested loops to iterate over rows and columns. Add corresponding elements.

MARK SCHEME

Correct element-wise addition. Result displayed in grid format. Function takes two matrices as
parameters.

EXTENSION

Write functions for matrix subtraction and matrix multiplication.

TEACHER NOTES

Use this task to introduce 2D lists. Students benefit from seeing a 3x3 grid drawn on the board
alongside the nested list representation before they start coding.

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Challenge 44 Bank Account Class

PROBLEM

Create a BankAccount class with attributes for account holder name and balance. Add
methods for deposit, withdraw, and display balance. Validate that withdrawals do not
exceed the balance.

EXAMPLE

account = BankAccount('Alice', 500)

[Link](200)
[Link](100)
[Link]() -> Balance: 600

HINTS

Define the class with __init__. Methods should update [Link].

MARK SCHEME

Class defined with __init__. Correct deposit/withdraw methods. Validation prevents negative
balance.

EXTENSION

Add a transaction history list. Add a print_statement() method.

TEACHER NOTES

A good first OOP task because the real-world analogy is strong. Students often confuse the class
definition with creating an object - make sure they write and run the instantiation line in the
same program.

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Challenge 45 Linear Search

PROBLEM

Write a function linear_search(lst, target) that returns the index of the target or -1 if not
found. Test it with a list of names.

EXAMPLE

linear_search(['Alice', 'Bob', 'Charlie'], 'Bob') -> 1

linear_search(['Alice', 'Bob'], 'Dave') -> -1

HINTS

Loop through each element with its index. Return the index as soon as a match is found.

MARK SCHEME

Searches element by element. Returns correct index or -1. Does not use Python's .index()
method.

EXTENSION

Count the number of comparisons made and display it alongside the result.

TEACHER NOTES

Pair with theory on searching algorithms. The comparison counter in the extension leads
naturally into a discussion of efficiency and Big O notation at A-Level.

[Link] · 35 / 87
Challenge 46 Binary Search

PROBLEM

Write a function binary_search(lst, target) for a sorted list. Return the index or -1 if not
found.

EXAMPLE

binary_search([1, 3, 5, 7, 9, 11], 7) -> 3

binary_search([1, 3, 5, 7, 9, 11], 6) -> -1

HINTS

Use low, high, and mid pointers. Compare target with middle element each iteration.

MARK SCHEME

Correct divide-and-conquer approach. Returns correct index or -1. Requires sorted input.

EXTENSION

Count comparisons. Compare with linear search on the same list.

TEACHER NOTES

Best done after challenge 45 (linear search) so students can compare the two. Many students
find the pointer logic confusing at first - tracing through a small example on paper before coding
helps.

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Challenge 47 Bubble Sort

PROBLEM

Implement bubble sort to sort a list of numbers in ascending order. Do not use Python's
built-in sort.

EXAMPLE

Input: [64, 34, 25, 12, 22, 11, 90]

Output: [11, 12, 22, 25, 34, 64, 90]

HINTS

Use nested loops. In each pass, compare adjacent elements and swap if in the wrong order.

MARK SCHEME

Correct implementation. Sorted in ascending order. Works for any length list.

EXTENSION

Add an optimisation flag to stop early if no swaps occurred in a pass.

TEACHER NOTES

Students who understand the concept but write incorrect index logic benefit from tracing
through one full pass manually before coding. The early-exit extension is excellent for
demonstrating best-case complexity.

Challenge 48 Insertion Sort

PROBLEM

Implement insertion sort on a list of strings, sorting alphabetically.

EXAMPLE

Input: ['banana', 'apple', 'cherry', 'date']

Output: ['apple', 'banana', 'cherry', 'date']

HINTS

For each element, find its correct position in the already-sorted left portion and insert it.

MARK SCHEME

Correct algorithm. Alphabetical order produced. Works for any length list.

EXTENSION

Sort in descending order by adding a parameter flag.

TEACHER NOTES

Using strings rather than numbers gives this a distinct flavour from bubble sort. Students
discover that Python compares strings lexicographically by default, which is worth discussing.

[Link] · 37 / 87
Challenge 49 Merge Sort

PROBLEM

Implement merge sort. Demonstrate it on a list of 10 random integers.

EXAMPLE

Before: [38, 27, 43, 3, 9, 82, 10, 1, 64, 17]

After: [1, 3, 9, 10, 17, 27, 38, 43, 64, 82]

HINTS

Split the list in half recursively until single elements remain. Merge sorted halves back together.

MARK SCHEME

Correct recursive split. Correct merge procedure. Output is sorted.

EXTENSION

Count the number of comparisons made. Compare with bubble sort on the same data.

TEACHER NOTES

This is the first genuinely recursive task in this tier. Students who have not seen recursion before
may need challenge 68 (Tower of Hanoi) introduced first, or a brief class discussion of recursive
thinking.

Challenge 50 Username Generator

PROBLEM

Write a function that generates a username from a first name, last name, and birth year.
Format: first letter of first name + full last name + last two digits of year, all lowercase.

EXAMPLE

Alice Smith, 2007 -> asmith07

HINTS

Use string indexing and slicing. Use .lower() for lowercase. Use str() for the year.

MARK SCHEME

Correct format produced. All lowercase. Handles names with mixed capitalisation.

EXTENSION

Check a list of existing usernames and add a number suffix if the generated name is already
taken.

TEACHER NOTES

A nice applied string manipulation task. The extension gives faster students an interesting
problem that introduces list membership testing.

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Challenge 51 Roman Numeral Validator

PROBLEM

Write a function that checks whether a string is a valid Roman numeral.

EXAMPLE

is_valid_roman('XIV') -> True

is_valid_roman('IIII') -> False

HINTS

Valid Roman numerals follow specific ordering and repetition rules. Check for invalid patterns.

MARK SCHEME

Correctly validates valid Roman numerals. Rejects clearly invalid strings.

EXTENSION

Convert valid Roman numerals to their decimal equivalent.

TEACHER NOTES

A challenge that tests careful rule-following more than syntax knowledge. Students benefit from
listing the rules explicitly before coding, rather than trying to encode them on the fly.

[Link] · 39 / 87
Challenge 52 Temperature Statistics

PROBLEM

Ask the user to enter daily temperatures for a week (7 values). Display the average, hottest
day, coldest day, and number of days above average.

EXAMPLE

Temperatures: 15, 18, 22, 20, 17, 14, 19

Average: 17.9 degrees C
Hottest: Day 3 (22 degrees C)
Coldest: Day 6 (14 degrees C)
Days above average: 3

HINTS

Store temperatures in a list. Calculate average first, then use loops for the other stats.

MARK SCHEME

Correct average. Correct min/max with day number identified. Correct above-average count.

EXTENSION

Display a simple text-based bar chart of the temperatures.

TEACHER NOTES

Students often calculate the above-average count before calculating the average, which causes
issues. Encourage them to plan the order of their calculations before writing code.

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Challenge 53 Postcode Validator

PROBLEM

Write a function that checks if a UK postcode is in a valid format (e.g. SW1A 2AA).

EXAMPLE

is_valid_postcode('SW1A 2AA') -> True

is_valid_postcode('HELLO') -> False

HINTS

A valid UK postcode has a specific letter/digit pattern. Check length and character positions.

MARK SCHEME

Accepts valid UK postcodes. Rejects invalid formats. Handles uppercase and lowercase input.

EXTENSION

Extract and display the outward code (first part) from a valid postcode.

TEACHER NOTES

A good task for discussing the complexity of real-world data validation. UK postcodes have
several valid formats - discuss with students how much complexity to handle and why full
validation is hard.

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Challenge 54 Hangman

PROBLEM

Implement a text-based Hangman game. Choose a random word from a predefined list.
Give the player 6 lives.

EXAMPLE

Word: _ _ _ _ _
Guess a letter: e
Word: _ e _ _ _
Lives remaining: 6

HINTS

Store guessed letters in a list. Display underscores for unguessed letters.

MARK SCHEME

Word displayed as underscores. Letters revealed on correct guess. Lives decremented on wrong
guess. Win/lose detected.

EXTENSION

Display an ASCII art gallows that builds progressively as lives are lost.

TEACHER NOTES

Students enjoy this task and it combines several skills naturally. Common issues include not
checking for repeated guesses and not detecting the win condition once the last letter is
revealed.

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Challenge 55 Contact Book

PROBLEM

Build a contact book using a dictionary. Allow the user to add, search, update, and delete
contacts (name and phone number).

EXAMPLE

1. Add contact
2. Search
3. Update
4. Delete
5. Quit

HINTS

Use a dictionary where the key is the name. Show a menu with a while loop.

MARK SCHEME

All four operations work. Search returns result or 'not found'. Handles empty contact book.

EXTENSION

Save and load the contact book from a file.

TEACHER NOTES

A good consolidation task for dictionaries. The file persistence extension bridges into the Applied
tier and works well for more confident students who finish early.

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Applied
File I/O, error handling, data structures, recursion, and applied algorithms. Upper secondary and A-
Level.

Challenge 56 File Word Count

PROBLEM

Write a program that reads a text file and displays the total word count, line count, and the
five most common words.

EXAMPLE

File: [Link]
Lines: 42
Words: 387
Top 5 words: the(28), a(21), and(19), he(15), was(12)

HINTS

Use open() and readlines(). Split each line into words. Use a dictionary to count frequencies.

MARK SCHEME

Correct file read with error handling. Correct word and line counts. Top 5 words identified and
sorted.

EXTENSION

Ignore common stop words (the, a, is, in, and...) from the top 5.

TEACHER NOTES

Introduce file I/O carefully before this task. Provide a sample text file for students to test with -
having them create their own first wastes time and leads to inconsistent results.

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Challenge 57 CSV Reader

PROBLEM

Read a CSV file of student names and marks. Display each student's name and grade.
Calculate the class average.

EXAMPLE

Alice, 78 -> B
Bob, 91 -> A*
Class average: 84.5

HINTS

Use open() and split(',') or the csv module. Strip whitespace from values.

MARK SCHEME

Correct file read. Grade assigned from mark. Class average calculated correctly.

EXTENSION

Write results (name, mark, grade) to a new CSV output file.

TEACHER NOTES

Provide a sample CSV file. Students who use the csv module rather than manual splitting are
doing something admirable and worth acknowledging.

[Link] · 45 / 87
Challenge 58 High Score File

PROBLEM

Write a game score system. Save the player's name and score to a file. Each time the
program runs, load existing scores and display the top 3.

EXAMPLE

Enter your name: Alice

Enter your score: 2450
Top 3 scores:
1. Bob - 3100
2. Alice - 2450
3. Charlie - 1800

HINTS

Use append mode ('a') to add scores. Read all scores to find the top 3.

MARK SCHEME

Correct file write (append). Correct file read. Top 3 identified and displayed. Handles missing file
on first run.

EXTENSION

Store scores as a sorted leaderboard. Keep only the top 10.

TEACHER NOTES

The missing file on first run is the most commonly missed edge case. Ask students to test their
program in a fresh folder where the file does not exist yet.

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Challenge 59 Error-Handled Calculator

PROBLEM

Build a calculator that handles division by zero, invalid input, and unknown operations
gracefully using try/except.

EXAMPLE

Enter first number: 10

Enter operator (+, -, *, /): /
Enter second number: 0
Error: Cannot divide by zero.

HINTS

Use try/except around float conversion and the calculation. Check for division by zero separately.

MARK SCHEME

All four operations work. Division by zero handled. Non-numeric input handled. Unknown
operator handled.

EXTENSION

Add support for ** (power) and % (modulo).

TEACHER NOTES

Good for introducing exception handling. Students often catch all errors with a bare except
clause - discuss why catching specific exceptions is better practice.

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Challenge 60 Log File Analyser

PROBLEM

Given a log file where each line starts with [ERROR], [INFO], or [WARNING], count each type
and display the three most recent errors.

EXAMPLE

INFO: 142
WARNING: 31
ERROR: 8
Most recent errors:
[ERROR] Database connection failed
[ERROR] Timeout on request
[ERROR] Invalid user ID

HINTS

Read lines and check the start of each. Store error lines in a list.

MARK SCHEME

Correct counts for all three types. Last three errors identified. Handles missing file.

EXTENSION

Write a summary report to a new file.

TEACHER NOTES

Provide a sample log file for students to use. This task links well with real-world discussions
about how developers monitor software in production.

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Challenge 61 Student Records (OOP)

PROBLEM

Create a Student class with name, age, and a list of grades. Add methods to add a grade,
calculate the average, and return the highest grade. Create three students and display their
details.

EXAMPLE

Alice (17): Grades [78, 85, 92] - Average: 85.0 - Highest: 92

HINTS

Define __init__ with name, age, and an empty grades list. Add methods that operate on
[Link].

MARK SCHEME

Class with __init__. Correct methods. Grades list maintained and updated correctly.

EXTENSION

Create a Classroom class that holds a list of Student objects. Add a method to return the top
student.

TEACHER NOTES

Students who have done challenge 44 (BankAccount) will find this more comfortable. Encourage
students to think about what data belongs in the class and what belongs outside it.

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Challenge 62 Animal Hierarchy (Inheritance)

PROBLEM

Create an Animal base class with name and sound. Create Dog and Cat subclasses that
override a speak() method. Create a GuideDog subclass of Dog that adds a guide() method.

EXAMPLE

dog = Dog('Rex')
[Link]() -> Rex says: Woof!
guide_dog = GuideDog('Buddy')
guide_dog.guide() -> Buddy is guiding their owner.

HINTS

Use class Dog(Animal): to inherit. Override speak() in each subclass.

MARK SCHEME

Inheritance implemented correctly. Method overriding demonstrated. GuideDog inherits from

Dog.

EXTENSION

Add a __str__ method to each class. Create a mixed list and call speak() on each (polymorphism).

TEACHER NOTES

The GuideDog inheriting from Dog (rather than directly from Animal) is the key concept here.
Draw the inheritance hierarchy on the board and ask students to identify which methods each
class has access to.

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Challenge 63 Linked List

PROBLEM

Implement a singly linked list with Node and LinkedList classes. Provide methods to append,
prepend, delete by value, and display.

EXAMPLE

[Link](1), append(2), append(3)

[Link]() -> 1 -> 2 -> 3
[Link](2)
[Link]() -> 1 -> 3

HINTS

Node has value and next attributes. LinkedList has a head attribute. Traverse using a while loop.

MARK SCHEME

Node class with value and next pointer. Correct append and prepend. Delete handles missing
value. Display traverses correctly.

EXTENSION

Add a method to reverse the linked list in place.

TEACHER NOTES

Teach this alongside theory on linked lists. Students benefit from drawing boxes and arrows on
paper before coding. The delete method is the hardest part - the edge case of deleting the head
node catches many students out.

[Link] · 51 / 87
Challenge 64 Binary Search Tree

PROBLEM

Implement a binary search tree with insert, search, and in-order traversal.

EXAMPLE

Insert: 5, 3, 7, 1, 4
In-order: [1, 3, 4, 5, 7]
Search 4: Found

HINTS

Each node has value, left, and right. Insert by comparing with current node value.

MARK SCHEME

Correct insertion maintaining BST property. Search returns True/False. In-order traversal
produces sorted output.

EXTENSION

Add a method to find the height of the tree.

TEACHER NOTES

In-order traversal is recursive and students who have not seen recursion before will struggle.
Challenge 49 (merge sort) or challenge 68 (Tower of Hanoi) make useful prerequisites.

[Link] · 52 / 87
Challenge 65 Hash Table

PROBLEM

Implement a hash table with a simple hash function, insert, and lookup. Handle collisions
using chaining.

EXAMPLE

[Link]('name', 'Alice')
[Link]('name') -> 'Alice'
[Link]('age') -> None

HINTS

Use a list of lists. Hash function: sum(ord(c) for c in key) % table_size.

MARK SCHEME

Correct hash function. Insert stores key-value pair. Lookup returns correct value. Collision
handling implemented.

EXTENSION

Implement a delete method. Display the table's load factor.

TEACHER NOTES

Links well with theory on hashing and collision handling. Walk through what happens when two
keys hash to the same index before students write the collision handling code.

[Link] · 53 / 87
Challenge 66 Graph (Adjacency List)

PROBLEM

Represent a graph of cities and roads using an adjacency list (dictionary of lists). Add
methods to add a node, add an edge, and display all connections.

EXAMPLE

graph.add_edge('London', 'Brighton')
[Link]()
London: [Brighton]
Brighton: [London]

HINTS

Use a dictionary where keys are node names and values are lists of connected nodes.

MARK SCHEME

Correct adjacency list structure. Bidirectional edges added. Display shows all connections clearly.

EXTENSION

Implement breadth-first search to find if two cities are connected.

TEACHER NOTES

Pairs well with theory on graph data structures. Students often forget to add the reverse edge for
an undirected graph - ask them to think about what happens if you drive from London to
Brighton but cannot come back.

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Challenge 67 Dijkstra's Shortest Path

PROBLEM

Using a weighted graph as an adjacency list, implement Dijkstra's algorithm to find the
shortest path between two nodes.

EXAMPLE

Shortest path from A to D: A -> B -> D (cost: 7)

HINTS

Use a visited set and a distances dictionary. Always process the unvisited node with the smallest
known distance.

MARK SCHEME

Correct distances calculated. Shortest path reconstructed and displayed. Handles disconnected
graphs.

EXTENSION

Display the full path, not just the total distance.

TEACHER NOTES

This is a genuinely challenging task best reserved for A-Level students or exceptionally strong
GCSE students. Work through a small worked example on the board before students attempt to
code it.

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Challenge 68 Tower of Hanoi

PROBLEM

Write a recursive function to solve the Tower of Hanoi puzzle for n discs. Display each move.

EXAMPLE

n=3:
Move disc 1 from A to C
Move disc 2 from A to B
Move disc 1 from C to B
...
7 moves total.

HINTS

Base case: move 1 disc directly. Recursive case: move n-1 discs to spare, move largest, move
n-1 back.

MARK SCHEME

Correct recursive implementation. All moves displayed correctly. Total moves = 2^n - 1.

EXTENSION

Count and display the total number of moves alongside the solution.

TEACHER NOTES

One of the classic recursion tasks. Students find it hard to write but satisfying when it works.
Start with n=2 and trace through on the board - the pattern becomes clear and the code almost
writes itself.

[Link] · 56 / 87
Challenge 69 Maze Solver

PROBLEM

Given a 2D grid maze (0=open, 1=wall), write a recursive function to find a path from a
start position to an end position.

EXAMPLE

Maze solved: path found in 12 steps.

HINTS

Try moving in each direction recursively. Mark cells as visited to avoid loops. Backtrack if stuck.

MARK SCHEME

Correct recursive backtracking. Path found if one exists. Returns no solution when none exists.

EXTENSION

Display the solved path marked on the grid with a special character.

TEACHER NOTES

Backtracking is a conceptually challenging step from basic recursion. Students need to

understand that returning False on a dead end triggers the parent call to try another direction.

Challenge 70 Vigenere Cipher

PROBLEM

Implement the Vigenere cipher. Ask for a message and a keyword. Encrypt and display the
result.

EXAMPLE

Message: hello
Keyword: key
Encrypted: rijvs

HINTS

Each letter is shifted by the corresponding letter in the repeating keyword. Use ord() and chr().

MARK SCHEME

Correct encryption for all lowercase letters. Keyword repeats correctly. Non-letter characters
unchanged.

EXTENSION

Add decryption. Demonstrate how frequency analysis can help crack it.

TEACHER NOTES

Best done after challenge 29 (Caesar cipher). The key repeating correctly is the hardest part -
students often forget to use modulo on the key index.

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Challenge 71 API Simulation

PROBLEM

Simulate a simple REST API using a dictionary. Write functions to handle GET (retrieve by
ID), POST (add new record), PUT (update), and DELETE.

EXAMPLE

post(1, {'name': 'Alice'})

get(1) -> {'name': 'Alice'}
put(1, {'name': 'Bob'})
get(1) -> {'name': 'Bob'}

HINTS

Store records in a dictionary keyed by ID. Each function receives an ID and optional data.

MARK SCHEME

All four operations work correctly. Correct error handling for missing records.

EXTENSION

Simulate HTTP status codes (200, 201, 404, 400) in return values.

TEACHER NOTES

Links well with theory on client-server architecture and HTTP methods. Students find it useful to
see the parallel between the function names and real HTTP verbs.

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Challenge 72 Inventory System

PROBLEM

Build an inventory system using a dictionary. Each item has a name, quantity, and price.
Allow the user to add items, update stock, sell items (reducing quantity), and display low-
stock alerts (below 5 units).

EXAMPLE

sell('apple', 3) -> Stock: 7

sell('apple', 9) -> Error: insufficient stock
Low stock alert: banana (2 remaining)

HINTS

Use a dictionary keyed by item name. Each value is another dictionary with quantity and price.

MARK SCHEME

All operations work. Selling validates sufficient stock. Low-stock alert identifies all items below
threshold.

EXTENSION

Save and load inventory from a CSV file. Display total inventory value.

TEACHER NOTES

A good task for introducing nested dictionaries. Students who have only used flat dictionaries
may need a brief worked example showing how to access inner values.

[Link] · 59 / 87
Challenge 73 String Compression

PROBLEM

Implement run-length encoding: compress a string by replacing repeated characters with a

count and the character.

EXAMPLE

compress('aaabbbccddddee') -> '3a3b2c4d2e'

compress('abcd') -> 'abcd'

HINTS

Loop through characters. Keep a count of consecutive identical characters.

MARK SCHEME

Correct compression. Single characters represented without a count (or as 1x). Handles empty
string.

EXTENSION

Write a decompression function. Verify decompress(compress(s)) == s.

TEACHER NOTES

Links well with theory on compression. The edge case of a single-character run (should it print
'1a' or just 'a'?) is worth discussing as a design decision before students start.

[Link] · 60 / 87
Challenge 74 Full Number Base Converter

PROBLEM

Build a full converter between binary, decimal, octal, and hexadecimal in both directions,
without using Python's built-in conversion functions.

EXAMPLE

Convert 255 (decimal) to:

Binary: 11111111, Octal: 377, Hex: FF

HINTS

For decimal to other: use repeated division. For other to decimal: multiply each digit by its
positional value.

MARK SCHEME

All conversion directions correct. User selects source and target base. Correct for any valid input.

EXTENSION

Add input validation for each base (e.g. binary input only contains 0 and 1).

TEACHER NOTES

A thorough task that tests understanding of number bases, not just the ability to call a function.
Best done after challenge 40 so students have already implemented one direction.

[Link] · 61 / 87
Challenge 75 FCFS Scheduler

PROBLEM

Given a list of tasks with arrival times and durations, implement a First Come First Served
(FCFS) scheduler. Display the processing order and average waiting time.

EXAMPLE

Task A (arrives 0, duration 4): starts 0, finishes 4, waits 0

Task B (arrives 1, duration 3): starts 4, finishes 7, waits 3
Average wait: 1.5

HINTS

Process tasks in arrival order. Track current time. Waiting time = start time - arrival time.

MARK SCHEME

Tasks processed in arrival order. Correct waiting times. Average calculated and displayed.

EXTENSION

Implement Shortest Job First (SJF) and compare average waiting times with FCFS.

TEACHER NOTES

Links directly with the operating systems topic in GCSE and A-Level specifications. Students
enjoy seeing the concrete numbers that explain why SJF is theoretically superior.

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Challenge 76 Phone Number Formatter

PROBLEM

Write a function that takes a UK phone number string in any format (with or without spaces,
hyphens, or +44 prefix) and returns it in standard format: 07XXX XXXXXX.

EXAMPLE

+447911123456 -> 07911 123456

07911-123-456 -> 07911 123456

HINTS

Strip all non-digit characters first. Handle +44 prefix by replacing with 0.

MARK SCHEME

Strips non-digit characters. Handles +44 prefix. Validates length. Returns standardised format.

EXTENSION

Validate that the result starts with 07 for mobile numbers.

TEACHER NOTES

A practical real-world task. Students appreciate that this kind of string normalisation is common
in professional software. The various possible input formats make it a good test of systematic
thinking.

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Challenge 77 Text Adventure Engine

PROBLEM

Build a text adventure with at least 5 rooms connected by directions (north/south/east/

west). The player can move between rooms and pick up items.

EXAMPLE

You are in the entrance hall.

Exits: north, east
> north
You are in the library. You see a key.
> take key

HINTS

Store room data in a dictionary. Each room has a description, exits (dict), and items (list).

MARK SCHEME

Room data stored as dictionary or class. Movement validated. Items tracked. Win condition
implemented.

EXTENSION

Save and load game state to a file.

TEACHER NOTES

Students enjoy the creative aspect of designing their own rooms. Set a clear minimum (5 rooms,
movement working, at least one item) so they do not spend the entire lesson on story design.

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Challenge 78 Sentiment Analyser

PROBLEM

Given lists of positive and negative words, analyse a user-entered sentence and classify it
as positive, negative, or neutral based on word counts.

EXAMPLE

Sentence: this is a great and wonderful day

Positive words: 2, Negative words: 0
Sentiment: Positive

HINTS

Convert to lowercase and split. Count how many words appear in each list.

MARK SCHEME

Correct word matching (case-insensitive). Correct classification. Score displayed alongside result.

EXTENSION

Load word lists from a file. Allow the user to add new words.

TEACHER NOTES

Accessible and engaging, especially linked to discussions about AI and natural language
processing. Students can test it with their own sentences and enjoy (or question) the results.

Challenge 79 Timetable Clash Detector

PROBLEM

Given a list of lessons (room, day, period), write a function that detects any room that is
double-booked (same room, day, and period).

EXAMPLE

CLASH: Room 101, Monday, Period 3 - booked by Maths and Science

HINTS

Use a dictionary keyed by (room, day, period) tuple. Check if the key already exists before
adding.

MARK SCHEME

All clashes correctly detected. Each clash reported with details. No false positives.

EXTENSION

Also detect teacher clashes (same teacher, same day, same period).

TEACHER NOTES

Introduces tuples as dictionary keys, which is a useful technique. Students who initially use three
separate nested dictionaries can be guided toward the tuple key approach as a cleaner solution.

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Challenge 80 Pattern Matcher

PROBLEM

Write a simple pattern matching function that supports * (matches any sequence of
characters) and ? (matches any single character).

EXAMPLE

match('h?llo', 'hello') -> True

match('h*', 'hello world') -> True
match('h?llo', 'hllo') -> False

HINTS

Use recursion. Handle base cases: both empty = True, pattern empty but string not = False.

MARK SCHEME

Correct matching for ? (single character). Correct matching for * (any sequence). Handles edge
cases.

EXTENSION

Add + to match one or more characters.

TEACHER NOTES

A challenging task that requires careful recursive thinking. Walk through the base cases on the
board before students attempt it. Students who solve this have demonstrated a strong grasp of
recursion.

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Stretch Challenges
Multi-part problems combining multiple skills. A-Level standard. Maps to NEA complexity
requirements.

Challenge 81 Library Management System

PROBLEM

A library stores books (title, author, ISBN, available: True/False). Write a program that: adds
new books, searches by author or title, borrows a book (marks unavailable), returns a book,
and lists all available books.

EXAMPLE

borrow('978-0-06-112008-4')
'To Kill a Mockingbird' is now on loan.
search_author('Harper Lee')
To Kill a Mockingbird - On loan

HINTS

Use a list of dictionaries. Each dictionary is one book. Search returns all matches.

MARK SCHEME

All five functions implemented. Borrow validates availability. Search returns all matches
including unavailable books.

EXTENSION

Add a borrower name to borrowed books. Show who has each book currently.

TEACHER NOTES

A good first multi-function project. Students often implement each function independently
without testing them together - encourage them to run a full sequence of operations (add,
borrow, search, return) before submitting.

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Challenge 82 Gradebook with File Persistence

PROBLEM

Build a gradebook that stores students and marks for up to 5 subjects, calculates each
student's average, saves to CSV on exit, loads from CSV on startup, and reports the top
student per subject.

EXAMPLE

Loaded 12 students from [Link]

Top in Maths: Alice (97)
Class average: 74.2

HINTS

Use a list of dictionaries. Write CSV with a header row. Load using split(',').

MARK SCHEME

File I/O with correct CSV format. Correct averages. Top per subject identified. Handles missing
file on first run.

EXTENSION

Generate a summary report showing class average per subject.

TEACHER NOTES

This task requires students to plan a data structure before coding. Ask them to sketch the CSV
layout on paper first - students who skip this step tend to write file I/O that does not round-trip
correctly.

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Challenge 83 Train Timetable

PROBLEM

Store a train timetable (departure station, arrival station, departure time, arrival time, price)
in a list of dictionaries. Write functions to: search by departure and arrival station, find the
cheapest route, find the fastest route, and display all trains after a given time.

EXAMPLE

search('London', 'Brighton')
Cheapest: 08:15 - 11.50
Fastest: 10:30 - 55 mins

HINTS

Store times as strings in HH:MM format or as integers (minutes since midnight) for easy
comparison.

MARK SCHEME

All four queries work correctly. Handles no results. Data stored as appropriate structure.

EXTENSION

Allow multi-leg journeys with one change.

TEACHER NOTES

The time comparison is the trickiest part. Discuss with students whether to store times as strings
or integers before they start - it affects every function they write afterwards.

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Challenge 84 Password Manager

PROBLEM

Build a password manager that stores website, username, and password entries, encrypts
passwords using the Caesar cipher before storing, decrypts on retrieval, saves to a file, and
searches by website.

EXAMPLE

save('[Link]', 'alice@[Link]', 'mypassword')

retrieve('[Link]') -> alice@[Link] / mypassword

HINTS

Encrypt the password field only. Use a fixed shift stored in the program.

MARK SCHEME

All operations work. Encryption/decryption correct. File I/O persists data between runs.

EXTENSION

Require a master password to access the manager. Store it as a hash.

TEACHER NOTES

A good motivating task for discussing encryption in a real context. Acknowledge with students
that Caesar cipher is not real security - the task is about building the system structure, not
producing a secure product.

[Link] · 70 / 87
Challenge 85 Noughts and Crosses

PROBLEM

Implement a two-player Noughts and Crosses game. Display the board after each move.
Detect wins, draws, and invalid moves.

EXAMPLE

X | O | X
---|---|---
O | X |
---|---|---
| | O
X wins!

HINTS

Use a list of 9 elements for the board. Check all 8 win conditions (3 rows, 3 columns, 2
diagonals).

MARK SCHEME

Board displayed correctly after each move. All wins detected. Draw detected. Invalid moves
rejected.

EXTENSION

Add a computer player that makes random moves. Then try to make it play optimally.

TEACHER NOTES

Students are often familiar with the game, which helps. The win detection logic requires checking
8 combinations - encourage students to write this as a separate function rather than embedding
it in the main game loop.

[Link] · 71 / 87
Challenge 86 Hospital Priority Queue

PROBLEM

Patients have a name and priority level (1=urgent, 2=standard, 3=routine). Implement a
priority queue to process them in priority order, with equal-priority patients processed in
arrival order.

EXAMPLE

add('Alice', 2), add('Bob', 1), add('Charlie', 2)

process() -> Bob (priority 1)
process() -> Alice (priority 2, first to arrive)

HINTS

Sort by priority first, then by position in queue for equal priorities.

MARK SCHEME

Correct priority ordering. FIFO within same priority. Dequeue processes in correct order.

EXTENSION

Add appointment times. Detect and handle time clashes.

TEACHER NOTES

Links well with the queues theory topic and can generate a good discussion about how hospitals
or emergency services actually manage queues. The stable sort behaviour (preserving arrival
order within a priority level) is the key concept.

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Challenge 87 Spell Checker

PROBLEM

Load a dictionary of correctly spelled words from a file. For each word in a user-entered
sentence, flag any word not in the dictionary and suggest the three closest matches.

EXAMPLE

Input: 'the quikc brwon fox'

Unknown: quikc -> suggestions: quick, thick, quack
Unknown: brwon -> suggestions: brown, brow, crown

HINTS

Edit distance: count insertions, deletions, and substitutions needed to transform one word to
another.

MARK SCHEME

Correctly flags unknown words. Three suggestions produced for each. Case-insensitive matching.

EXTENSION

Implement the full Levenshtein distance algorithm for more accurate suggestions.

TEACHER NOTES

Provide a word list file for students to load. The edit distance algorithm is the intellectual core of
this task - give stronger students time to discover it and weaker students a worked example to
implement.

[Link] · 73 / 87
Challenge 88 Bank Transaction Processor

PROBLEM

Read a CSV file of bank transactions (date, description, amount). Categorise each
transaction based on keywords in the description. Display total spending per category and
flag transactions above 100.

EXAMPLE

Food: 234.50
Entertainment: 45.00
Large transactions flagged:
12/03 Netflix Premium 149.99

HINTS

Use a dictionary of categories with keyword lists. Check if any keyword appears in the
description.

MARK SCHEME

Correct file read. Correct categorisation. Totals correct. Transactions above 100 flagged.

EXTENSION

Generate a monthly summary if the transactions span multiple months.

TEACHER NOTES

Provide a sample transactions CSV file. Students often hard-code category keywords directly in
the comparison logic - encourage them to define keyword lists as a data structure they could
easily update.

[Link] · 74 / 87
Challenge 89 Cryptarithmetic Solver

PROBLEM

Solve the puzzle SEND + MORE = MONEY by assigning a unique digit (0-9) to each letter.

EXAMPLE

S=9, E=5, N=6, D=7, M=1, O=0, R=8, Y=2

9567 + 1085 = 10652

HINTS

Use [Link] to try all digit assignments. S and M cannot be 0 (leading digits).

MARK SCHEME

Correct solution found. Leading digit constraint applied. Solution displayed clearly.

EXTENSION

Generalise to solve any cryptarithmetic puzzle entered by the user.

TEACHER NOTES

A good introduction to brute-force search. The program may take a few seconds to run - this is a
natural lead-in to discussing constraint propagation and why smarter search algorithms exist.

[Link] · 75 / 87
Challenge 90 Recursive Directory Tree

PROBLEM

Simulate a file system as nested dictionaries. Write a recursive function to display the full
directory tree with indentation showing depth.

EXAMPLE

root/
documents/
[Link]
[Link]
images/
[Link]

HINTS

A directory is a dict; a file is a string. Recurse when you encounter a dict value.

MARK SCHEME

Correct recursive traversal. Indentation reflects depth accurately. Files and folders distinguished.

EXTENSION

Add functions to add files, add folders, and delete entries.

TEACHER NOTES

A satisfying recursion task with a very visual output. The key insight is distinguishing between
dictionary values (folders) and string values (files) - walk through this distinction before students
start.

[Link] · 76 / 87
Challenge 91 Compression Analysis

PROBLEM

Implement Run-Length Encoding and a simple dictionary-based compression on several test

strings. Compare compression ratios and display results as a text-based bar chart.

EXAMPLE

RLE |########## | 71%

Dict |############ | 85%

HINTS

Compression ratio = compressed_length / original_length. Lower is better.

MARK SCHEME

Both algorithms correctly implemented. Compression ratio calculated accurately. Bar chart
proportional and labelled.

EXTENSION

Test on a paragraph of real text from a file. Which algorithm performs better on natural
language?

TEACHER NOTES

Links directly with theory on compression. Students are often surprised that RLE performs poorly
on natural language - this creates a useful discussion about why different compression
algorithms suit different data types.

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Challenge 92 Supermarket Queue Simulation

PROBLEM

Simulate a supermarket checkout queue. Customers arrive at random intervals. Each takes
a random service time (1-5 mins). Run for 60 minutes. Display average waiting time and
peak queue length.

EXAMPLE

Simulation complete.
Customers served: 23
Average wait: 2.4 minutes
Peak queue length: 7

HINTS

Use a queue structure. Advance time in one-minute increments. Track when each customer
starts and finishes being served.

MARK SCHEME

Simulation runs for exactly 60 minutes. Randomised arrivals and service. Both statistics
calculated correctly.

EXTENSION

Add a second checkout that opens when the queue exceeds 5 people. Compare wait times.

TEACHER NOTES

An accessible introduction to simulation as a problem-solving technique. The extension is

excellent and directly demonstrates why supermarkets open extra checkouts at busy times.

[Link] · 78 / 87
Challenge 93 Polynomial Calculator

PROBLEM

Represent a polynomial as a list of coefficients (index = power). Write functions to evaluate

at x, add two polynomials, multiply two polynomials, and calculate the derivative.

EXAMPLE

[1, 2, 3] represents 3x squared + 2x + 1

Evaluate at x=2: 17
Derivative: [2, 6] -> 2 + 6x

HINTS

Derivative: multiply each coefficient by its power and reduce all powers by 1. Multiplication: use
a result list of length len(a)+len(b)-1.

MARK SCHEME

All four operations produce correct results. Derivative follows the power rule. Edge cases
handled.

EXTENSION

Implement Newton's method to find an approximate root numerically.

TEACHER NOTES

Most accessible to students with some Maths A-Level background. The list representation of
polynomials is clever and worth spending time on before students attempt the operations.

[Link] · 79 / 87
Challenge 94 Social Network

PROBLEM

Build a social network as an undirected graph using a dictionary of sets. Implement: add
user, add friendship, suggest friends (friends-of-friends not already connected), find
shortest connection path, and identify the most connected user.

EXAMPLE

suggest_friends('Alice') -> ['Charlie', 'Dave']

connection_path('Alice', 'Eve') -> Alice -> Bob -> Eve

HINTS

Use a dictionary of sets. Friend suggestions: find all friends-of-friends and remove existing
friends.

MARK SCHEME

Graph correctly maintained as bidirectional. Friend suggestions correct. BFS for shortest path.
Most connected user identified.

EXTENSION

Detect cliques - groups of three or more users who are all friends with each other.

TEACHER NOTES

One of the more open-ended tasks in this set. Students who implement BFS for the shortest path
are doing A-Level standard work. The friend suggestion algorithm alone is achievable for strong
GCSE students.

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Challenge 95 Text RPG with Save/Load

PROBLEM

Build a role-playing game using classes. Player has health, attack, defence, and level.
Include at least three enemies. Implement turn-based combat, experience points, level-up
logic, and save/load game state to a file.

EXAMPLE

You encounter a Goblin (HP: 20, ATK: 5)

You attack for 8 damage. Goblin HP: 12
Goblin attacks for 3 damage. Your HP: 47
Goblin defeated! +50 XP

HINTS

Use Player and Enemy classes. Damage formula: [Link] - [Link] (minimum
1).

MARK SCHEME

Classes defined correctly. Combat system works. Level-up triggers at correct XP threshold. Save/
load preserves all player attributes.

EXTENSION

Add an inventory system. Add multiple rooms connected by directions.

TEACHER NOTES

Students enjoy this task but often spend too long on content (enemies, story) rather than
structure (classes, save/load). Set clear time checkpoints: class design first, then combat, then
persistence.

[Link] · 81 / 87
Challenge 96 Web Server Log Analyser

PROBLEM

Parse a web server access log file. Display: total requests, top 5 most frequent IPs, top 5
most requested pages, count of each HTTP status code, and requests per hour.

EXAMPLE

Total requests: 8,432

Top IP: [Link] (342 requests)
Top page: /[Link] (1,204 hits)
Status 200: 7,891 Status 404: 312

HINTS

Split each log line by spaces to extract IP, request, and status code. Use dictionaries for
counting.

MARK SCHEME

Correct parsing for all five statistics. Handles malformed lines without crashing. Top 5 lists sorted
correctly.

EXTENSION

Flag any IP making more than 100 requests as a potential bot. Write a summary to a new file.

TEACHER NOTES

Provide a sample log file in standard Apache or Nginx format. Students learn a great deal about
real-world data from working with actual log formats rather than clean toy data.

[Link] · 82 / 87
Challenge 97 Constraint-Based Timetabler

PROBLEM

Given teachers (each assigned one subject) and rooms, generate a one-day timetable
across 6 periods. Constraints: no teacher double-booked; no room double-booked. Display
the timetable as a grid.

EXAMPLE

Period 1: Room 101 - Maths (Mr Smith)

Period 1: Room 102 - English (Ms Jones)
...

HINTS

Use a dictionary keyed by (period, room). Check constraints before each assignment.

MARK SCHEME

No constraint violations in output. All teachers scheduled. Grid display clear and readable.

EXTENSION

Use backtracking to find a valid schedule when greedy assignment produces a conflict.

TEACHER NOTES

Links well with the operating systems topic on scheduling. Students who reach the backtracking
extension are working at a level well above GCSE and this is worth recognising.

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Challenge 98 Multi-File OOP School System

PROBLEM

Design a school management system across four files: [Link] (Student, Teacher,
ClassGroup classes), [Link] (save/load from CSV), [Link] (menu-driven UI), and
[Link] (entry point).

EXAMPLE

File structure:
[Link] -> class definitions
[Link] -> file I/O
[Link] -> menus and display
[Link] -> initialises and launches

HINTS

Import between files using standard imports. Avoid circular imports by keeping [Link] free of
other imports.

MARK SCHEME

Correct modular structure. Classes have __init__ and meaningful methods. File I/O persists
between runs. Interface imports cleanly from other modules.

EXTENSION

Add comprehensive input validation. Add a statistics function showing average class sizes.

TEACHER NOTES

This task mirrors the kind of modular design expected in A-Level NEA projects. Discuss the
separation of concerns principle before students start - why models, database, and interface
should be kept apart.

[Link] · 84 / 87
Challenge 99 k-Nearest Neighbours

PROBLEM

Implement the k-NN classification algorithm from scratch (no sklearn). Use the Iris dataset
as a CSV. Split into training and test sets. Classify each test point and report overall
accuracy.

EXAMPLE

k=3
Test set accuracy: 96.7%
Predicted: setosa, Actual: setosa

HINTS

Euclidean distance: square root of the sum of squared differences between features. Take
majority vote from k nearest.

MARK SCHEME

Correct Euclidean distance. Correct k nearest identified. Majority vote produces prediction.
Accuracy calculated over full test set.

EXTENSION

Test with k = 1, 3, 5, 7, 9. Display accuracy for each value and identify the best k.

TEACHER NOTES

Works well alongside an introduction to machine learning concepts. Provide the Iris dataset as a
CSV file. Students who implement this successfully have a strong foundation for understanding
supervised learning.

[Link] · 85 / 87
Challenge 100 Project Scoping Exercise

PROBLEM

This challenge has no code to write. Choose a real problem to solve with Python and
produce: (1) a problem statement, (2) a named stakeholder and their requirements, (3) six
measurable success criteria, (4) a list of Python techniques required, (5) pseudocode for the
most complex part, (6) a risk assessment with two risks and mitigations.

EXAMPLE

This is a planning and analysis exercise that mirrors the A-Level NEA Analysis and
Design sections.

HINTS

Every success criterion must be testable with a clear pass/fail outcome. Avoid vague objectives
like 'the system should be easy to use'.

MARK SCHEME

Problem is specific and real. Stakeholder is genuine (not invented). All six criteria are
measurable. Techniques are appropriate. Algorithm is detailed enough to code from. Risks are
plausible with realistic mitigations.

EXTENSION

Build it.

TEACHER NOTES

This task is best used as a transition exercise before starting an NEA or coursework project.
Students who struggle to identify a real problem benefit from a short class discussion about
problems they encounter in daily life.

[Link] · 86 / 87
 CodeBash
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[Link]

Copyright © Eoin Shannon, CodeBash

Free to use and share with other teachers for educational purposes.
Not permitted for commercial redistribution or resale.
For support: support@[Link]

[Link] · 87 / 87