typos fixed, thanks to Ashley

1 files changed, 4 insertions, 3 deletions

diff --git a/pe-effect.tex b/pe-effect.tex
index 5c52d3f..77c30c0 100644
--- a/pe-effect.tex
+++ b/pe-effect.tex
@@ -57,8 +57,9 @@ individual incident photon:
 where $\phi$ is known as the ``work function''  - the amount of energy needed to free the electron from the
 cathode. The value of the work energy is a property of the cathode material. Also, it is now clear why the
 intensity of light does not affect the stopping potential: more intense light has higher photon flux and thus
-increase the number of emitted photoelectrons, but the energy of each electron is determined only on the energy
-of a single photon, and that depends only by light frequency  $\nu$.
+increases the number of emitted photoelectrons, but the energy of each
+electron is determined only by the energy
+of a single photon, and that depends only on light frequency  $\nu$.
 
 \begin{boxedminipage}{\linewidth}
 \textbf{Where do all those electrons come from?} \\
@@ -155,7 +156,7 @@ The mercury lamp visible diffraction spectrum.}
 \section*{Part B: The dependence of the stopping potential on the frequency
     of light}
 \begin{enumerate}
-\item You can easily see five brightest colors in the mercury light spectrum. Adjust the $h/e$ Apparatus so that the 1st order yellow colored band falls upon the opening of the mask of the photodiode. Take a quick measurement with the lights on and no yellow filter and record the DVM voltage. Do the same for the green line and one of the blue ones. 
+\item You can easily see the five brightest colors in the mercury light spectrum. Adjust the $h/e$ Apparatus so that the 1st order yellow colored band falls upon the opening of the mask of the photodiode. Take a quick measurement with the lights on and no yellow filter and record the DVM voltage. Do the same for the green line and one of the blue ones. 
 
 \item Repeat the measurements with the lights out and record them (this will require coordinating with other groups and the instructor).  Are the two sets of measurements the same?  Form a hypothesis for why or why not.
 \item Now, with the lights on, repeat the yellow and green measurements with the yellow and green filters attached to the h/e detector. What do you see now?  Can you explain it? (Hint: hold one of the filters close to the diffraction grating and look at the screen).