Click the links on the left to go to a list of what is required in the report or here is the whole thing in word:

Word Version  

 It is not necessary to assess all of the criteria at the same time.  In fact it is easier for the students to gain better marks in DCP when  doing standard practicals such as finding g by measuring the time taking for a ball to drop different distances rather then in ones they have designed themselves.

I have included some examples of how each part of the report that scores complete in all aspects might look.  For the design aspects I have used a practical where the class is given a rubber bung attached to an elastic band.  They are simply told to devise a research question and carry out an experiment (I actually use this one as an introduction to the whole design idea, since it's not assessed I give some extra help in the form of this work sheet)

Although the students do a full write up for this experiment it is easier to use more standard experiments to assess DCP and CE. This is because in design experiments students often look for relationships rather than a value.  This means that there is no point in finding the steepest and least steep lines since they aren't looking for a final value that they need the uncertainty of (if you get what I mean).  I have therefore used a standard acceleration due to gravity experiment as the example for DCP and CE.

For technical reasons (to make it easy constructing the site) the samples are Jpeg files.  These have turned out a bit small, if you want to see them bigger just click them.