Ex Parte BENSON et al - Page 11




          Appeal No. 2002-0617                                                         
          Application 08/942,743                                                       


          and Menezes for the above discussed limitations.  Therefore, we              
          will not affirm these rejection as well.                                     
               We now turn to the rejections of claims 1, 3, 4, 10 through             
          18, 37 and 41 through 46 under 35 U.S.C. § 103 as being                      
          unpatentable over Rosen in view of Menezes.  Appellants disagree             
          with the Examiner’s statement that the computer game called “Pipe            
          Dream” includes a response means that does not have access to                
          private keying material.  See page 17 of the brief.  Appellants              
          argue that the “Pipe Dream” game does not teach or suggest a                 
          response means including means for proving that the response                 
          means has access to the private keying material.  See page 18 of             
          Appellants’ brief.  Appellants further dispute the Examiner’s                
          statements that the “Pipe Dream” uses a code wheel.  Thus,                   
          Appellants have placed facts in dispute.                                     
               When determining obviousness, “the [E]xaminer can satisfy               
          the burden of showing obviousness of the combination ‘only by                
          showing some objective teaching in the prior art or individual to            
          combine the relevant teachings of the references.’”  In re Lee,              
          277 F.3d 1338, 1343, 61 USPQ2d 1430, 1434 (Fed. Cir. 2002),                  
          citing In re Fritch, 972 F.2d 1260, 1265, 23 USPQ2d 1780, 1783               
          (Fed. Cir. 1992).  “Broad conclusory statements regarding the                
          teaching of multiple references, standing alone, are not                     
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