Ex parte TADDIKEN et al. - Page 9




             Appeal No. 1997-1183                                                                                     
             Application No. 08/066,362                                                                               

                    Claims 7 and 8 are rejected under 35 U.S.C. § 103 over Micheel, Kawahito and                      
             Kameyama.   Claims 7 is rejected as discussed above with respect to claim 4 as set forth                 
             thereto by the Examiner.  We apply Micheel as the primary teaching since Micheel clearly                 
             teaches and suggests the use of resonant tunneling diodes (negative differential                         
             resistance devices) in multi-valued logic, as discussed above.  Furthermore, we have                     
             included both Kameyama and Kawahito in the combination since both teach various                          
             embodiments of summation logic circuits which a skilled artisan would have realized would                
             have benefited from the use of negative differential resistance devices in the processing                
             circuitry.  The motivation for the combination of the teachings would have been to further               
             increase the speed of math processing of Kawahito (figures 4 and 5) and Kameyama                         
             (figure 5 and equations (1) -(6)) by using negative differential resistance devices.                     
             Furthermore, we note that there is a difference between the nomenclature used in the claim               
             when compared to the references, but also note that they are functionally equivalent in the              
             mathematical processing and conversion back to base 3 from base 5.                                       




                    Claim 8 is rejected on the same basis as claim 7 further in view of the teaching of               
             Kawahito which teaches the use of current states with increments of 0.5.   (See                          
             Kawahito at page 336, col. 1 and figure 5.)  Therefore, skilled artisans would have been                 
             motivated to use 0.5 as the line to separate the two lowest states.                                      

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