Students will launch the investigation by contributing anonymous, choice-based data, graphing class patterns, modeling a fear-response pathway, and refining an investigation question for their science-board poster.

Students will analyze anonymized fear-frequency and physiological data, select statistically appropriate representations, and revise their interpretations through structured critique. They will then strengthen their science-board graphs, fear-response claims, body-system explanations, source comparisons, and limitations using teacher, peer, and university-partner feedback.

Students will present and defend their completed fear-frequency investigations during a science-board poster session, respond to audience feedback, make a final revision, and reflect on how fear affects internal body systems.