Problem 1: The figure below shows different current-carrying wires through the plane. The wires carry currents I, = 4. 5mA, 1, = 6. 4mA, 1, = 1. 2mA, I̟ = 8. 3mA. Using the counterclockwise loops identified, determine the value of the integral $B" · di along the loops. d. 12 13 14

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Problem 1: The figure below shows different current-carrying wires through the plane. The wires
carry currents I, = 4. 5mA, 1, = 6. 4mA, 1, = 1. 2mA, I̟ = 8. 3mA. Using the counterclockwise
loops identified, determine the value of the integral $B" · di along the loops.
d.
12
13
14
Figure 1. Current-carrying wires enclosed by different Amperian loops.
Problem 2: A solid conductor of radius a is coaxial with a cylindrical insulating tube of inner
radius b and outer radius c. The solid conductor carries a current I while the insulating tube
carries a current I/2 that is directed opposite of the current of the conductor. Use Ampere's law
to determine the strength of the magnetic field (a) inside the conductor (r<a), (b) between the
conductor and the insulating tube (a<r<b), and (c) outside the tube (r>c).
1/2
Figure 2. Coaxial conducting wire and insulating tube.
Transcribed Image Text:Problem 1: The figure below shows different current-carrying wires through the plane. The wires carry currents I, = 4. 5mA, 1, = 6. 4mA, 1, = 1. 2mA, I̟ = 8. 3mA. Using the counterclockwise loops identified, determine the value of the integral $B" · di along the loops. d. 12 13 14 Figure 1. Current-carrying wires enclosed by different Amperian loops. Problem 2: A solid conductor of radius a is coaxial with a cylindrical insulating tube of inner radius b and outer radius c. The solid conductor carries a current I while the insulating tube carries a current I/2 that is directed opposite of the current of the conductor. Use Ampere's law to determine the strength of the magnetic field (a) inside the conductor (r<a), (b) between the conductor and the insulating tube (a<r<b), and (c) outside the tube (r>c). 1/2 Figure 2. Coaxial conducting wire and insulating tube.
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