21 The professor and student are discussing A a sports science project B a history essay C a marketing plan
22 The student’s data mainly comes from A interviews B wearable devices C newspapers
23 The professor says numbers alone can miss A motivation B ticket sales C advertising
24 They decide the student should add A longer videos B qualitative notes C new athletes
25 The student must bring to the next meeting A a revised dashboard B a medical certificate C a new laptop
Questions 26–30
Where does the lab keep each item? Choose FIVE answers from the box and write A–G.
Locations A near the entrance B in the attic C at the back of the lab D on a high shelf E near the stairs F in a specially designed space G within the café
Part 3: You will hear a student talking to a professor about a project and lab rules.
Professor: Let’s go over your sports science project. Remind me, what’s your main goal. Student: I’m trying to predict fatigue so coaches can adjust training before performance drops. Professor: And your data. Student: Mostly wearable devices. Heart rate, sleep duration, step count, and movement intensity during training. Professor: Good. Wearables provide useful numbers, but numbers alone can miss motivation. A player can have good sleep data and still be mentally exhausted. Coaches notice that, but a model may not. Student: That’s what the coach told me. He said my model doesn’t match his decisions. Professor: That kind of feedback is useful, even if it feels frustrating at first. Professor: Exactly. So we need to connect quantitative data with qualitative information. After each session, you can add short notes. Player looked distracted. Player was energetic. Argument during training. Late arrival. These things take seconds to record, but they add meaning. Student: That sounds subjective. Professor: It is, but it’s valuable. We’re not replacing the coach. We’re supporting decisions. A good dashboard shows both numbers and notes. Student: I also averaged the data across the week to make the graphs smoother. Professor: Be careful. Averages hide outliers. Outliers are often the important cases. Injuries, sudden drops in performance, or unusually high load. Student: So I should highlight outliers instead of smoothing them out. Professor: Exactly. You can still show averages for context, but outliers should stand out. Use clear labels and a simple colour key. Student: What should I prepare for next meeting. Professor: A revised dashboard. Keep it simple. One page, clear graphs, and a small notes section. Then we’ll test it with the coach and see what questions he asks. Student: I can do that. I’ll bring a printed version as well. Professor: Good idea. The coach will probably respond better to something he can point at on paper. Professor: Also, keep the text large enough to read from a distance. Student: While I’m here, can I ask about storage rules in the lab? I keep forgetting where things go. Professor: Of course. It’s easier if you picture the room as zones. Lab coats go in a specially designed space near the changing area. That prevents contamination. Student: Right, specially designed space near the changing area. Professor: Training posters should be near the entrance, because new visitors look there first. We want key rules visible immediately. Student: Near the entrance. Got it. Professor: Spare batteries are on a high shelf. It’s a locked shelf, and only staff have the key, because batteries go missing easily. Student: High shelf, locked. Professor: Visitor passes stay within the café area where the front staff sit. Visitors usually arrive, grab a pass, and wait there. Student: Within the café area. Professor: And the first-aid kit is at the back of the lab. It’s not hidden, but it’s away from crowds, so staff can access it quickly if needed. Professor: If you ever notice something missing, tell the lab technician rather than searching through drawers. Student: That makes sense. Professor: Good. The main thing is consistency. If everyone puts items back in the same place, we save time and reduce mistakes. Just like with your dashboard. Clear structure helps people use information without extra effort. Professor: Next time, arrive five minutes early so we can set up the screen and avoid rushing. Bring your revised dashboard next week and we’ll review it together. Student: I will, thanks. Professor: Great. Email it the day before if you can, so I can skim it first.
