Ex parte THOMAS J. GREENBOWE et al. - Page 8

          Appeal No. 96-2865                                                          
          Application No. 08/081,561                                                  

           112, second paragraph, rejection of claims 1 through 31 and 33            
          through 41.                                                                 
               We shall sustain, however, the standing 35 U.S.C.  112,               
          second paragraph, rejection of claim 32.  In short, this claim              
          does not set out and circumscribe the apparatus recited therein             
          with any degree, much less a reasonable degree, of precision and            
          particularity.  The appellants’ explanation that claim 32 is a              
          linking claim (see page 38 in the main brief) is of no moment.              
               Finally and with regard to the standing 35 U.S.C.  102(b)             
          rejection of claims 1 through 31 and 33 through 41, Smith                   
          discloses an interactive videodisc system which allows students             
          to study chemical reactions that are too hazardous, too expensive           
          or too time consuming to study in a wet lab.  As described in the           
          reference, the system includes                                              
               four videodiscs containing 39 lessons that not only                    
               demonstrate laboratory simulations and techniques, but                 
               are also totally interactive, that is, they require                    
               extensive student response.  These lessons expand                      
               course content, reinforce learning and allow students                  
               to perform procedures and make decisions about                         
               laboratory experiments that would be difficult with                    
               traditional instructional techniques.                                  
                    The lessons are used to replace, not just                         
               supplement, up to half of the wet lab experience,                      
               depending on the course.  For example, students find                   
               that salts ionize in water by performing experiments                   
               then testing for the presence of ions.  They generate                  
               hypotheses about the ionization of salts and can                       
               perform any of several tests to check their ideas,                     

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