There are some who oppose the idea of P.E. in school; however, I believe it is necessary. As much as some dislike sport it is very important to keep healthy, and there is reason to suspect that those who are not particularly keen on sport at school, are not involved in physical activities in the afternoon, either. Undoubtedly, physical education should be a part of our school curriculum for various reasons.  

Firstly, I would like to emphasise the fact that sometimes we do not even know we like a certain sport until we try it and P.E. lessons give us just that, the chance to try out new sports and the possibility of liking them. For instance, I had never played volleyball until I was introduced to it in the second year of my high school and at first, I really disliked it as I could not play it, but I gradually improved in it and now it is one of my favourite sports to play.

Furthermore, we are in desperate need of relaxation during our school day. We spend a significant amount of time- about 6 to 7 hours – sitting at school and P.E. provides a break from sedentary work and allows students some time to relax and exercise.  I can say that engaging in a vigorous game of volleyball does not only relieve stress but also gives us the energy and motivation needed to get through the day.  

In conclusion, I believe that it is essential that students engage in sport activities at school as P.E. provides the necessary break from school work, relieves stress and provides motivation and energy for other subjects. Therefore, it should definitely be a part of our school curriculum.



As a student of Jesenice Grammar School who is particularly interested in science, I have decided to describe a chemical experiment for our School website. The experiment was carried out in a laboratory in our school in October 2021 and was conducted by students from class 2.A. In this report I aim to present the benefits of experiments as well as  preparations and findings of this particular one.



The necessary equipment to measure the solubility of different salts was prepared. We used water, a 50mL glass beaker, a measuring cylinder, a thermometer and a glass stick. After that we prepared different salts and finally dressed up in protective clothing.



First 25mL of water was poured  into the beaker and the temperature was measured. Then we gradually added salt into water until the salt stopped dissolving. We tested eight different salts that included sucrose, table salt, sodium nitrate, sodium carbonate, ammonium chloride, sodium acetate trihydrate, sodium sulphate decahydrate and copper sulphate pentahydrate.  After the salts stopped dissolving their temperature was measured  again. We subtracted the final temperature from the initial one and weighed the remaining salt. In this way we calculated the mass of used salt. Using the results, we calculated the solubility of each one of the salts.



After the experiment was concluded, each group wrote their findings on the  blackboard and later the results  were presented  using  a table and  a graph.



The experiments in chemistry are a great way to improve our knowledge about chemistry based on practical work and experience.  What is more,  it is a great way for students to try different experiments for themselves. As we usually work in groups or at least in pairs, our teamwork skills are enhanced and cooperation encouraged.

I also created a comic and I believe it is quite interesting!