1. Trace the transformation of energy in the production of electricity from coal. 2. Analyze the global implications of post-World War II regional changes. 3. Apply models and properties of three-dimensional geometric figures.High school students must answer questions like these in Ohio’s new graduation qualifying test, which will replace the ninth grade proficiency test in the spring of 2003.”The test is different in its actual level of competency,” said LeeAnne Rogers, spokeswoman for the Department of Education. The new qualifying exam tests for a 10th grade level of competency, rather than the eighth grade level tested by the old proficiency test.Beginning with the class of 2005, students must pass all five sections of the test- math, science, citizenship, writing and reading – before receiving their high school diploma.”We’re not really holding students back,” Rogers said. “Students have a lot of opportunities to retake the sections they fail.”Committees were formed in each of the five subject areas to determine “competencies,” or, a list of concepts in which high school students should be familiar by the end of 10th grade. Each competency also includes a vague example of a possible question.Committee members included high school and university teachers along with administrators from across Ohio. James Bishop, assistant dean for resource and external affairs at Ohio State, served on the science committee. The committee looked at the National Science Education Standards, as well as various other standards from around the nation, he said.There is some concern that educators may gear their curricula to help students pass the test sections.”We hope that teachers, curriculum leaders and principals will focus on learning concepts and not focus solely on the mechanics for taking the test,” Bishop said. The purpose of the curriculum should be applying concepts, developing skills and improving thinking, he said.Richard Brown, who taught math for 30 years at East High School in Columbus and now heads Ohio State’s Math-Stat Learning Center, said the harder test is necessary for maintaining educational standards.”There have to be some standards for students to reach before they get a diploma,” Brown said. “When I taught high school, I was always amazed that when students got there, they just didn’t have the skills.”Brown is skeptical about the new qualifying test, though, because of the low passing rate on the existing proficiency test.”I’d like to think we could raise the pass rate on the one we have now before we start making it more difficult,” Brown said. A student can also be successful in life without mastering some of the concepts on the test, he said.Math is generally the subject where students score the lowest, Brown said. He says this is the result of a lack of attention to mathematics prior to high school.”Some of the problems are the result of elementary and middle school teachers who didn’t spend as much time on math or aren’t qualified enough to teach it,” he said. “There are teachers who are not math certified.”The Department of Education solicited input on the recommended competencies from 150,000 educators across Ohio, Rogers said. The department also held 11 public forum meetings across the state in October. They will vote on whether to approve the competencies at their January board meeting.Rogers agreed that “teaching to the test” is not in the spirit of the test.”The test already tests what should be built into the curriculum,” she said.