Teruntuk dirinya

1:33 AM freya 0 Comments

Thursday, April 16 2008

in the world without you is empty..
life but this heart feel alone
I'm lying face-down crying
I saw a version of myself I didn't even recognize
On this guitar I'm playing the melody of someone who's passed on
A star falls in the grief of someone who'll never be seen again
Please don't go, no matter how much you scream,
Whoever you love, these images will reach them, right?
Don't say you can find them, your words are dancing in space.
The further apart you go, the more it hurts the person you love
The more I chase them, the more my heart feels the cruel distance

The further we are apart, the nearer I feel you are.
Even my loneliness turns into strength...
When I think of you, my chest begins to hurt
I want to see you right now, but there's nothing i can do for it
Believe once more in the the miracle that is our chanced meeting.
In the days without you, I've stopped moving.
But now I am walking out of here.

As this pain rips me to shreds...
I live in the real world by my strength alone...
The end of my dreams lies at the other side of my memories...

I don't want to give up.
Someday, if I become used to my
Real strength...
"Someday, for sure," is all I can tell you,
But that frustrates me a lot

They say that it is better to know nothing
But I’m not satisfied with that
Even in this night lying down in emptyness
I decided to live now even i can't cause my time is less

presentasi kelulusan HI 4

1:27 AM freya 0 Comments

Supporting details are :
• we remember words better with music and music better with words,
• attitude is often more important for success than brains,
• strong emotions can shut down higher order thinking, and
• laughter is good for you!
CLASSICAL MUSIC AND BRAIN DEVELOPMENT
Research has shown that music affects brain development at a very early age beginning in utero. Classical music by composers such as Bach, Vivaldi, Mozart, and Haydn, "wire" children's brains, actually creating neural pathways in the brain. Since classical music is more complex than popular music, it wires more of the brain than popular music. It actually helps create many neural pathways in the brain.
During the first two years of life, children can learn to recognize specific classical musical melodies at the same time they are learning to speak their mother tongue. Mothers report that children as young as ten months and two years recognize specific classical music melodies and love to "sing" along with them. (See "What Others Say" on this website.)
For everyone who is concerned about their children's brain development, we recommend a two-CD presentation by Andre Pudewa – The Profound Effects of Music on Life (available from www.singnlearn.com). "Pudewa describes in detail the beneficial as well as potentially detrimental effects which various types of music can have on living things. Clear descriptions throughout the presentation bring attention to recent scientific research involving young children, college students, mice and plants...... This information will challenge you and will alter the way you view (or hear, for that matter) music forever."
CLASSICAL MAGIC CAN HELP ESTABLISH
A LEARNING ATTITUDE IN STUDENTS
Negative emotions and attitudes can shut down higher-order thinking. The single most important element in children's learning is attitude. The limbic system is so powerful it can literally facilitate or inhibit learning and higher order thinking. It appears that positive emotions such as love, tenderness and humor can facilitate higher order thinking skills; whereas negative emotions such as anger, hostility and fear can literally downshift the brain into basic survival thinking(5)
Many students arrive at school already in a distressed condition, so a brief intervention of music can move learners closer to the optimal learning state of relaxed alertness. When we consider that 3 to 10 percent of school-age children are estimated to have some form of depression, depending on their age, the huge upside potential of music exposure ought not be ignored. (2)
Laughter is also an important technique for reducing stress and increasing learning. When students are having fun, their overall academic achievement increases (7)
Classical Magic® combines classical music and humor. The lyrics are educational and light-hearted. The themes usually take less than a minute each to play and sing, allowing teachers to use them throughout the day to help shape classroom attitudes. When children sing they relax, and their higher order thinking can begin to function. As children begin to recognize the classical music themes in cartoons, commercials, malls and cell phones, they also develop self-confidence, an important aspect of emotional Intelligence.
EMOTIONAL INTELLIGENCE
UNDERSTANDING OURSELVES AND OTHERS
Emotional intelligence may ultimately be more important to our success than cognition because relationships, volition, and school issues like attendance, school climate and dropout rates are impacted.(2)
Children who are involved in music activities do better in school. The probable mechanism for developing emotional intelligence comes from the research on creating and maintaining neural networks. These are the complex patterns of learning that comprise our behaviors. With novelty, challenge, repetition, feedback, coherence and time, the brain is enriched and new neural connections (synapses) are made. It seems that the playing of music accelerates and enhances the ability of learners to make rapid emotional assessments and to act accordingly.(2)
Children love to "know" and to show adults that they know classical music themes and composers. With the Classical Magic® program, children are inspired to play musical instruments fostering a positive self-image. They develop self-confidence, essential for emotional maturity.
MUSIC CARRIES EDUCATIONAL MATERIAL
INTO LONG-TERM MEMORY
When music accompanies learning material, it provides a powerful superhighway straight into the brain. The value of embedding lyrics in music is that learning this way activates emotional responses, as well as memory in the auditory cortex. In other words, music facilitates verbal memory.(2) Some studies show that children retain only 10% of what they read and 20% of what they are told. If you take the same information and teach it with a song, the retention increases to over 90%.
Too much of our schooling is based on the declarative system, a slow memory pathway. A straightforward music education program may enhance our procedural learning system – a much faster memory pathway which is stored in our superior long-term memory. Instead of relying strictly on lecture, educators who use more movement, singing, and music will improve learning efficiency and retention.(2)
The Classical Magic® program incorporates history and geography as well as operas, mythology and great literature. The lyrics contain educational information from such famous classical music themes as Orpheus in the Underworld and Sleeping Beauty, Romeo and Juliet, Peer Gynt and many more. Classical Magic® is a procedural type system that combines educational lyrics with music, allowing both to follow a direct path into long-term memory.
CLASSICAL MAGIC®
AND THE MULTIPLE INTELLIGENCES
Howard Gardner in his Theory of Multiple Intelligences defines music as an intelligence as well as a talent. Children learn through many intelligences, and much learning is facilitated with music. Creative teaching will approach a subject through multiple intelligences. Classical Magic's theme recognition activities regularly involve most of Gardner's seven intelligences: (3)
• linguistic – reading and singing lyrics develop fluency, the rhythm of the language, poetry techniques, and vocabulary.
• logical-mathematical – participating in music activities demand precise timing and understanding of fractions
• bodily-kinesthetic – moving to music in both directed and spontaneous ways.
• music – singing, listening, to classical music, playing instruments, moving to music.
• visual-spatial – planning choreography, creating art while listening to music.
• interpersonal – working with others by singing, playing music, planning skits, etc.
• intrapersonal – feeling good about oneself and building confidence.
The more intelligences one uses, the greater the learning. Music is especially effective in developing interpersonal and intrapersonal skills and maturity. Music has great value as an art form that enriches our lives. All great cultures have embraced music, and no great culture can flourish without music.
Santa Clara Elementary
A school in Florida thinks music is a great benefit in education. Because of a grant from the South Florida Children's Foundation, the school is putting violins in the hands of 3rd graders through the Violins Against Violence Program. While violins are not unique to school programs, Santa Clara is different than most schools with a strings program. This elementary school has almost 97% of students on free and reduced lunches. The parents in this school would not be able to buy instruments for their children.
Santa Clara is one of 60 schools in Miami-Dade that is offering free lessons in string instruments. Robert T. Davis, the district's music education supervisor, says, "Numerous studies have shown that children who play instruments do better on standardized tests. Exposure to music also helps with
• reading,
• encourages socialization and
• improves a student's focus and commitment."
Recent research done with 1st and 2nd graders at Pawtucket, RI public elementary shows that the arts do increase academic performance.

The study included 96 first grade students participating in a music and visual art program emphasizing sequential skill development integrating these skills into the standard curriculum. One group received the standard curriculum, and the other group received the integrated program.
7 months later, all students were given a standardized test. The students that were in the integrated program were initially behind in reading and had average scores in math. After 7 months, the integrated group of students had caught up in reading and had pulled ahead in math.
In 2nd grade, the same students continued in the experiment. By the end of 2nd grade, Again, the students in the integrated arts program were ahead of the control group in math and reading.
Tips for Using Music Effectively
• When teaching students a song, it is a good idea to introduce an instrumental version first (If an instrumental version is not available, play the song softly in the background while they are working on something or hum the melody before introducing the lyrics). If students become familiar with the sound of the music first, they will be more likely to understand the words.
• Make a vocabulary list ahead of time. Go over the words once before you introduce the song.
• Expose students to a certain song many days in a row. Within a few days, students will not be able to get the song out of their head!
• Choose interactive songs whenever possible. Adding actions enhances language acquisition and memory.
• Have soft or upbeat music playing before class to encourage a positive atmosphere. Turning the music off is a great way to signal to a large class that it is time to begin.
Benefits of using Music
• mproves concentration
• improves memory
• brings a sense of community to a group
• motivates learning
• relaxes people who are overwhelmed or stressed
• makes learning fun
• helps people absorb material
"Music stabilizes mental, physical and emotional rhythms to attain a state of deep concentration and focus in which large amounts of content information can be processed and learned."

soal ulangan kimia 1 (koligatif)

1:24 AM freya 2 Comments

Uji Pemahaman Konsep Bab 1 Hal 35-36

1. Diketahui sifat larutan berikut ini :
-) Tekanan osmotik -) tekanan uap
-) derajat ionisasi -) pH larutan
-) titik didih -) titik beku
Yang termasuk sifat koligatif larutan adalah :
a. 1,2,3,4
b. 2 dan 4
c. 1,3,4,5
d. 1,3,4,6
e. 1,2,3,4,5
2. Diketahui data percobaan sebagai berikut :
No. Larutan Konsentrasi (molal) T f air (oC) Tf larutan (oC) Penurunan Titik Beku (∆Tf)
1 Gula 0.1 0 -0,180 0,180
2 NaCl 0.1 0 -0,350 0,350
3 CaBr2 0.1 0 -0,475 0,475
Pernyataan di atas yang benar untuk data percobaan diatas adalah
a. Titik beku larutan lebih tinggi daripada pelarutnyan
b. Makin besar kemolalan larutan , makin tinggi titik didihnya
c. Pada kemolalan yang sama, titk beku larutan elektrolit dan nonelektrolit sama titk bekunya
d. Pada kemolalan yang sama, titk beku larutan elektrolit lebih tinggi daripada nonelektrolit
e. Pada kemolalan yang sama, penurunan titik beku elektrolit lebih tinggi daripada nonelektrolit

3. Diberikan pernyataan berikut ini :
p menyatakan larutan gula 0,04 molar
q menyatakan larutan urea 0,06 molar
r menyatakan larutan KBr 0,03 molar
s menyatakan larutan K2SO4 0,04 molar
Pernyataan berikut adalah benar, kecuali..
a. s hipertonik dari q
b. p hipertonik dari r
c. p isotonik dengan s
d. s hipertonik dari r
e. q isotonik dengan r

4. Yang benar mengenai gambar di samping adalah
a. Garis df adalah garis didih
b. Garis pq adalah garis beku
c. Titik didih larutan 2 lebih tinggi daripada pelarut dan larutan 1
d. Titik beku larutan 2 lebih tinggi daripada pelarut dan larutan 1
e. Tekanan uap larutan 1 1 lebih tinggi daripada larutan 2

5. Dari percobaan diperoleh data sebagai berikut..
larutan Konsentrasi (M) Tf (oC)
gula 0,10 -0,1860
0,01 -0,0186
urea 0,10 -0,1860
0,01 -0,0186
garam 0,10 -0,3720
0,01 -0,0372
Dari data tersebut yang menentukan penurunan titik beku larutan adalah
a. Jumlah partikel zat terlarut
b. Jenis zat pelarut
c. Jenis pelarut
d. Perbedaan titk beku zat pelarut
e. Perbedaan titik beku zat pelarut
6. Diantara larutan 0,01 M berikut ini yang mempunyai tekanan osmotik paling besar adalah..
a. NaCl d. CO (NH3)
b. C12H22O11
c. BaCl2 e. [Cr(NH3)Cl2] Cl
7. Diantara pernyataan berikut yang tidak benar adalah..
a. Titik didih larutan lebih besar daripada titik didih pelarut murninya
b. Titik beku BaCl2 0,02 molal sama dengan titik beku sukrosa 0,06 molal
c. Larutan KCl 0,02 M isotonik dengan larutan glukosa 0,04 M
d. Titik beku larutan FeCl2 0,05 molal sama dengan titik beku larutan (NH2)2 0,05 molal
e. Titik beku pelarut lebih tinggi daripada titik beku larutannya
8. Dari percobaan diperoleh data sebagai berikut :
larutan Konsentrasi (molar) ∆Tf (oC)
urea 0,5 0,930
0,05 0,0093
sukrosa 0,5 0,930
0,05 0,0093
glukosa 0,5 0,930
0,05 0,0093
Dari data diatas yang menentukan titik beku larutan adalah..
a. jenis zat pelarut
b. jenis pelarut
c. jumlah partikel zat terlarut
d. perbedaan titik beku zat terlarut
e. perbedaan titik beku zat pelarut

9. Titik beku larutan 0,02 molar NaCl dan titik beku larutan 0,04 molar larutan sukrosa akan sama. Penyebabnya adalah..
a. keduanya mempunyai molekul-molekul yang besarnya sama
b. keduanya merupakan elektrolit
c. keduanya bukan elektrolit
d. keduanya menghasilkan partikel-partikel dlam jumlah yang sama
e. mempunyai derajat disosiasi yang sama

10. Jika a mempunyai larutan gula 0,04 molar
b menyatakan larutan NaCl 0,03 molar
c menyatakan larutan urea 0,06 molar
d menyatakan larutan Ca(OH)2
Maka :
1) a hipotonik b
2) b isotonik c
3) d hipertonik c
4) a isotonik d
Yang benar dari pernyataan diatas adalah
a. 1,2,3
b. 1 dan 3
c. 2 dan 4
d. 4
e. Semua benar

Uji Pemahaman diri Bab 1

1. Seorang siswa melarutkan 60 gr urea (Mr = 60) dalam 162 gr air. Tekanan uap larutan tersebut pada 26°C (tekanan uap air pada 26°C adalah 25 mmHg) adalah...

a. 30 mmHg
b. 25 mmHg
c. 22,5 mmHg
d. 15,75 mmHg
e. 10,32 mmHg

2. Sebanyak 5 gr zat non-elektrolit dilarutkan dalam 2 mol eter dan terjadi penurunan tekanan uap jenuh 4 mmHg pada suhu tertenu. Pada suhu tersebut tekanan uap eter adalah 200 mmHg. Oleh karena itu, Mr zat non-elektrolit tersebut adalah...

a. 240
b. 220
c. 120
d. 110
e. 60

3. Pada suhu 25°C tekanan uap air jenuh 23,76 mmHg. Penurunan tekanan uap jenuh larutan glukosa 0,1 m adalah ... mmHg.

a. 0,1 X 23,76
b. X 23,76
c. X 23,76
d. X 23,76
e.
4. Tekanan uap jenuh air pada suhu 30°C adalah 31,82 mmHg. Sebanyak x gr urea (Mr = 60) dilarutkan dalam 90 gr air menyebabkan uap larutan menjadi 31,32 mmhg. Harga x adalah...
a.
b.
c.
d. x 31,82
e.
5. Larutan non-elektrolit terdiri atas 18 gr zat terlarut dalam 180 gr air. Tekanan uap larutan tersebut 28,01 mmHg. Jika pada temperatur tersebut tekanan uap jenuh air 28,35 mmHg. Mr zat terlarut adalah...
a.
b.
c.
d.
6. Titik beku larutan glukosa 0,1 molal dalam air adalah -0,18°C. Titik beku larutan CaCl2 0,2 molal dalam air adalah ...
a. -2,6°C
b. -1,08°C
c. -0,54°C
d. -0.36°C
e. -0,09°C
7. Diketahui data percobaan sebagai berikut:
No. Larutan Tb (°C)
Zat terlarut Molalitas
1.
2. Co (NH2)2
CO (NH2)2 1 m
2m 100,50
100,98
Jika dicampurkan 3,42 gr zat non-elektrolit ke dalam 200 gr air, maka larutan ini mendidih pada suhu 100,25°C. Mr adalah...
a.
b.
c.
d.
e.
8. Sebanyak 6 gr asam asetat dilarutkan dalam 100 gr air. Larutan ini membeku pada suhu -1,89°C (Kf air = 1,96°C/m). Derajat ionisasi asam asetat adalah...
a.
b.
c. -1,89
d.
e. 1,86
9. Zat X sebanyak 7,45 gr dimasukkan dalam air dan diperoleh larutan 2000 mL pada suhu 27°C. Tekanan osmotik larutan adalah 2,46 atm. Mr X adalah....
a.
b.
c.
d.
e.
10. Pada pembuatan sirop, kekentalan diukur dengan mengamati titik didihnya. Penelitian menunjukkan bahwa sirop yang baik harus mendidih pada suhu 105°C (Kb air = 0,5°C/m). Jika sirop itu memakai gula pentosa (Mr = 150), maka konsentrasi gula dalam sirop adalah...
a. 30%
b. 40%
c. 50%
d. 60%
e. 75 %
11. Jika zat-zat berikut dilarutkan dalam 500 gram air, maka uang memberikan titik beku terendah adalah
a. 10 g gula (Mr = 342)
b. 18 g glukosa (Mr = 180)
c. 12 g C3H8O2 (Mr = 84)
d. 6,2 g C2H6O2 (Mr =62)
e. 3 g CO (NH2)2 (Mr = 60)

12. Campuran glukosa (Mr = 180) dengan gula (Mr = 342) sebanyak 20,7 gram dilarutkan dalam 100 gram air. Ternyata, larutan tersebut membeku pada – 1,302 oC. Kf air = 1,86. Banyaknya gula dalam larutan adalah…gram.
a. 1,8 d. 17,1
b. 3,42 e. 20,2
c. 10,35

13. Suatu larutan nonelektrolit mendidih pada suhu 100,4 oC. Diketahui perbandingan tetapan titik beku molal air dengan tetapan titik didih molal air 3,72. titik beku larutan tersebut adalah..
a. -3,00 d. -0,8
b. -2,57 e. -0,4
c. -1,50

14. Satu mol elektrolit X2Y dilarutkan dalam 5kg air. X2Y terionisasi sesuai persamaan berikut ini :


Titik beku larutan X2Y tersebut adalah … oC, (Kf air = 1,86 oC/m)
a. -2,08 d. -0,78
b. -1,04 e. -0,56
c. -1,93

15. Untuk menaikkan titik didih 250 mL air menjadi 100,1 oC pada tekanan 1 atm (Kb molal air = 0,50 oC/m), jumah gula (Mr = 342) yang harus dilarutkan adalah..
a. 684 gram d. 86 gram
b. 342 gram e. 17 gram
c. 171 gram

16. Dalam daerah tertentu air murni mendidih pada suhu 97,4 oC. NaOH ( Mr =40) yang harus ditambahkan pada 1kg air agar titik didih air tetap 100 oC atm (Kb molal air = 0,50 oC/m) adalah…
a. 25 gram d. 500 gram
b. 50 gram e. 1000 gram
c. 100 gram

17. Tiga gram senyawa nonelektrolit dalam 250 gram air mempunyai penurunan titik beku yang setengahnya dari penurunan titik beku 5,85 gram NaCl (Mr = 58,5) dalam 500 gram air. Massa molekul relatif senyawa tersebut adalah…
a. 45 d. 120
b. 76 e. 342
c. 60

18. Kelarutan CaBr2 dalam air pada 0 oC adalah sekitar 5,4 molal. Jika Kf = 1,86 oC/m, maka penurunan titik beku larutan CaBr2 0,54 molal adalah…
a.1,0 oC d. 2,7 oC
b. 5,0 oC e. 2,0 oC
c. 3,0 oC

19. Jika 10 gram dari masing-masing zat berikut ini dilarutkan daam 1kg air, zat yang akan memberikan larutan dengan titik beku paling rendah adalah…
a. etanol, C2H5OH
b. gliserin, C3H8O5
c. glukosa, C6H12O6
d. metanol, CH3OH
e. semua zat di atas memberikan efek yang sama
20. Diantara kelima macam larutan berikut ini yang titik bekunya paling tinggi adalah larutan…
a. Na2CO3 0,3 M
b. CH3COOH 0,5 M
c. glukosa 0,8 M
d. Mg (NO3)2 0,2 M
e. CuSO4 0,2 M
21. Tekanan osmosis dari larutan 500 mLyang mengandung 17,1 gram gula (Mr gula = 342) pada suhu 27 °C adalah …(R = 0,082 L atm/mol K)
a. 1,64 atm d. 2,16 atm
b. 1,80 atm e. 2,46 atm
c. 2,00 atm
22. Larutan asam lemah HX 1 molal mempunyai titik beku 1,91 °C. Jika Kf = 1,86 °C/m, maka derajat ionisasi HX dalam larutan yang terionisasi menjadi ion-ion H+ dan X- adalah ….
a. 0,01 d. 0,04
b. 0,02 e. 0,05
c.. 0,03
23. Larutan yang mengandung 5,25 gram asam hipoklorit (HClO) dalam 100 gram air membeku pada suhu 271,074 K. Jika Kf = 1,86 °C/m, maka % HClO yang terionisasi dalam air adalah … (Ar H = 1; Cl = 35,5; O = 16)
a. 1% d. 4%
b. 2% e. 5%
e. 3%
24. Sebanyak 54 gram campuran glukosa (Mr = 180) dan urea (Mr = 60) dilarutkan dalam 500 gram air sehingga mendidih pada suhu 100,416 °C. Jika Kb = 0,52 °C/m, maka perbandingan massa glukosa dan urea adalah …
a. 1 : 1 d. 4 : 1
b. 2 : 1 e. 5 : 1
c. 3 : 1
25. Pada 27 °C tekanan osmotic darah 4,92 atm. Glukosa yang harus digunakan untuk injeksi ke pembuluh darah agar larutan tersebut sama tekanan osmotiknya dengan darah adalah … (Mr glukosa = 180; R = 0,082)
a. 18 gram/L d. 45 gram/L
b. 36 gram/L e. 90 gram/L
c.. 54 gram/L
26. Fraksi mol larutan urea dalam air adalah 0,2. Jika tekanan uap jenuh air pada suhu 20 °C adalah 17,5 mmHg, maka penurunan tekanan uap jenuh larutan urea pada suhu tersebut adalah …
a. 3,5 mmHg d. 17,7 mmHg
b. 14,5 mmHg e. 21 mmHg
c. 17,5 mmHg
27. Diketahui tetapan kenaikan titik didih molal air 0,52 °C/m. Larutan itu mengandung 2 gram urea CO(NH2)2 dalam 100 gram air pada 1 atm. Titik didihnya adalah … (Mr glukosa = 180)
a. 98,000 °C d. 100,087 °C
b. 98,926 °C e. 100,174 °C
c. 100,000 °C
28. Untuk menaikkan titik didih 250 mL air menjadi 100,1 °C pada tekanan 1 atm (Kb air = 0,50 °C/m), jumlah gula (Mr = 342) yang harus dilarutkan ke dalam air tersebut adalah ...
a. 17 gram d. 342 gram
b. 86 gram e. 684 gram
c. 171 gram
29. Dua orang siswa ini akan menaikkan titik didih 250 gram air menjadi 100,3 °C pada tekanan 1 atm. Banyaknya urea (Mr = 60) yang diperlukan masing-masing siswa adalah … (Kb air = 0,52 °C/m)
a. 4,71 gram d. 7,35 gram
b. 5,67 gram e. 8,65 gram
c. 6,43 gram
30. Larutan urea (Mr = 60) dalam air membeku pada suhu -0,372 °C. jika tetapan penurunan titik beku molal air 1,86 °C/m dan kenaikan titik didih molal air 0,52 °C/m, maka kenaikan titik didih larutan urea adalah …
a. 0,026 °C d. 0,104 °C
b. 0,892 °C e. 1,040 °C
d. 2,600 °C
31. Larutan 5,85 gram NaCl ( Mr = 58.5) dalam 100 gram air mendidih pada suhu 101.104°C. jika harga Kb air 0.52°C , maka derajat ionisasi NaCl adalah…
a. 1.00 c..0.90 e.0.80
b. 0.95 d.0.85

32. Pada suhu tertentu, larutan NaCl 0.1 M isotonik dengan larutan 6 gram zat nonelektrolit dalam 500 mL larutan. Massa molekul relative nonelektrolit tersebut adalah…
a. 30 c.60 e.100
b. 46 d.80

33. Tekanan osmotic dari 500 mL larutan yang mengandung 17.1 gram gula ( Mr = 342) pada suhu 27°C adalah.. ( R= 0.082 liter atm/mol K)
a.1.64 atm c. 2.16 atm e. 2.0 atm
b. 1.80 atm d. 2.46 atm

34. Suatu zat elektrolit ( Mr = 40 ) sebanyak 30 gram dilarutkan dalam 900 gram air. Penurunan titik beku larutan ini adalah – 1.55°C. Zat tersebut harus dilarutkan dengan penurunan titik beku yang setengahnya dari penurunan titik beku diatas. Massa zat yang kedua adalah…
a. 10 gram c. 20 gram e. 80 gram
b. 15 gram d. 45 gram

35. Dalam 23 gram senyawa karbon terdapat 12 gram karbon, 3 gram hydrogen, dan 8 gram oksigen. Kenaikan titik didih 3.2 gram senyawa tersebut dalam 100 gram air adalah 0.25°C. Jika diketahui bahwa Kb air = 0.50°C/m, ArC = 12, H = 1, dan O = 16, maka rumus molekul senyawa tersebut adalah…
a. CH3OH c. C12H22O11 e. C12H22O11
b. C12H22O11 d. C12H22O11

36. Kenaikan titik didih 1 liter larutan yang mengandung 7.5% massa NaOH dengan massa jenis 1.08 kg/L adalah…. ( Kb air = 0.52°C/m dan Mr NaOH = 40)
a. 0.078°C c. 0.195°C e. 2.108°C
b. 0.00195°C d. 2.106°C

37. Suatu larutan diperoleh dengan melarutkan 6 gram urea ( Mr = 60) dalam 1 liter air. Pada suhu sama, tekanan osmotic larutan pertama disbanding dengan larutan kedua adalah….
a. 1/3 larutan kedua c. 2/3 larutan kedua e. 3/2 larutan kedua
b. 3 kali larutan kedua d sama seperti larutan kedua.

38. Sebanyak 6.84 gram sukrosa ( Mr = 342) dilarutkan dalam air sampai volume larutan 100 mL pada suhu 27°C. Jika R = 0.082 L atm/mol K, maka tekanan osmotic larutan diatas adalah….
a. 0.092 atm c. 4.92 atm e. 9.84 atm
b. 0.984 atm d. 6.15 atm

39. Terdapat 9 gram glukosa ( Mr = 180) dalam satu liter larutan pada suhu dimana 1 mol gas N2 pada tekanan 1 atm mempunyai volume 24.6 liter. Tekanan Osmotik larutan glukosa tersebut adalah… ( R = 0.082 L atm/mol K)
a. 0.123 atm c.0.300 atm e. 1.23 atm
b. 0.246 atm d. 0.369 atm

40. Campuran glukosa ( Mr = 180) dan sukrosa ( Mr = 342 ) sebanyak 20.7 gram dilarutkan dalam 100 gram air, ternyata larutan tersebut membeku pada suhu -1.320°C. Jika Kf molal air 1.86°C/m, maka banyaknya sukrosa dalam campuran tersebut adalah….
a. 17.1 gram c. 3.42 gram e. 1.71 gram
b. 34.2 gram d. 6.84 gram