TOOLS, TECHNOLOGY, "STEM," ROBOTS and “Artificial Intelligence (AI)”

FROM STICKS AND STONES, TO SMART PROBLEM SOLVING AND AUTOMATION

(**** Note: document editing in progress ****)

(draft Lesson plan : Technical Troubleshooting Workshop 3-5th)

INTRODUCTION

The purpose of the following document is to:

1. Call attention to and promote the RETURN TO A HEALTHY BASIC START in the "STEM / STEAM" quantitative education discourse, focusing on better abilities and practices for designing and building TOOLS. Tools help us identify and solve simple and complex problems, from the earliest ages and throughout our lives.

2. Promote the REDESIGN OF CURRENT CURRICULUM AND INSTRUCTION, particularly in elementary and secondary grade-levels, to properly emphasize the nature and role of tools, preparing us best for a richer, more relaxed, realistic-meaningful, common-sense, up-to-date, motivating, skillful environment with a GREATER QUALITY AND QUANTITY of effective education.

THE PURPOSE OF EDUCATION

Ever wonder why some people always seem to live better, safer and longer than others? Not just individually, but even as a group or as whole societies.

Yes, there can be many factors and circumstances that at times can favor some of us individually, but in the end, there are basic factors that can help us identify opportunities and take better advantage of situations, safer and more permanently. What we know as "abilities" and "skills" to perceive our world and take advantage of it, has been indeed what has kept us surviving and relativelly at the top among species in our planet.

Being aware (alert, educated) and prepared, (having the proper tools and skills) to take advantage of opportunities and confront the risks around seems to be one of the biggest reasons for our success.

WHAT DOES EDUCATION AND BEING EDUCATED MEAN?

As described in Wikipedia (October, 2018), Education is "the process of facilitating learning, or the acquisition of knowledge, skills, values, beliefs, and habits." We humans continuosly strive to learn, develop and take advantage of the knowledge, skills, values and habits that are best for us. All those ideas, imaginations, physical objects and practices overall are what we identify as our tools and our technologies. Being educated is therefore the quality of possessing and using those advantages (also known as leverage.) Leverage is what help us live better, longer, safer and happier lives.

In practice, however, it soon becomes clear that "educating" (preparing) people properly “for their future” often involves non-trivial, poorly understood, and perhaps costly activities. Particularly impacting areas are in what today is called "the STE/AM (Science, Technology, Engineering/Art, and Mathematics subjects." Additionally, difficulties are increased by the lack of definition of each of these areas and a poor or/and unclear descriptions of the relationships (connections) between what is promoted in typical education locations (our classrooms,) and the meaning and details of what we actually learn, practice and become skilled at, to what we would actually need and use productively in real life. A natural consequence of this disconnection will reflect on the larger numbers of students and citizens failing to be motivated, benefited and able to maximize their productivity and success, both personally, and as members of their community and society.

WHAT ARE TOOLS AND WHAT IS TECHNOLOGY?

For most of us, the word "tools" reminds us of the useful objects and devices we keep in a "toolbox" at home or at work to help us figure out and take care of (“fix”) various practical, physical “problems”.

In a wider sense, though, the word "tool" refers to a more general concept. In Wikipedia (2017), a tool is described as "any item that can be used to achieve a goal.” (ref). The Oxford Dictionaries and the Cambridge On-line dictionary (ref) define a TOOL as: "A thing used to help perform a job" (ref), and "anything that helps you to do something you want to do"....

Stated in a simpler way, we can say that: a tool is something we use to help us do the things we need to do to stay alive and live better. We do this mostly by using and extending the capabilities of our own bodies to explore, think and change our environment in smarter, more effectively (cheaper, faster, safer, and/or more powerful) ways. Therefore, we can say that a hammer, as well as a spoon, a fork, a knife and a computer are all tools, and so are the clothes we wear, the homes we live in and the vehicles we use to go places, as they help us survive, protect our bodies from and enjoy our environment, so we can live safely and be happier.

From the beginning of history, we have selected, created and used all kinds of objects (and ways) in our environment as tools. Clearly, much of our success of humans on earth can be has attributed to our continuous use and improvement of tools, because they have enhanced the basic nature-given abilities and strengths of our bodies. Today we have tools to help us with almost every need and activity. They always help us design, produce, and utilize newer, more effective and satisfying goods. We have also learned to use the environment to better understand it and use it, itself.

Starting with simpler tools,

> we have improved to today's and tomorrow's complex and powerful tools.

Briefly and in our own words, how can we describe a tool?

After we become comfortable with the concept of tools: can we now try a corresponding description for the word TECHNOLOGY, The field of study of tools, or "the science of tools"?

The Internet-based on-line Business Dictionary (ref,12/2017) defines the word TECHNOLOGY as "the purposeful application of information to the design, production, and utilization of goods, services, and the organization of human activities". Or perhaps simply: technology is the things we know and do to imagine how to make and use our tools ....

Can we now use our own words to briefly and as simply as possible describe what Technology is?

TOOLS AND PROBLEMS?

In most activities in our lives, we refer to "PROBLEMS" as those situations in our environment in need of action and change for these situations to be "corrected" or"solved" in our favor. Problems are the main reason for creating and using tools, that is, to better figure out and act on the parts of the environment that might need helpful changes or "corrective" action (resolution).

The On-line Business Dictionary (ref) defines a problem is "A perceived gap between the existing state and a desired state, or a deviation from a norm, standard, or status quo." We deal with problems by working with the environment to imagine, devise and apply available resources, take corrective actions, fill gaps and "solve" undesired situations.

In other words, a problem is something we see not aligned with our expectations or desires, and in need of action and change to better serve our purposes. PROBLEM SOLVING is what we do to change the environment and solve (fix, resolve) our problems.

Going one step further we say that SMART PROBLEM SOLVING is the special, intelligent things we do to discover, understand and solve our problems in better, more thoughtful, effective, "intelligent" ways. Therefore, we solve problems intelligently (or smartly) to survive and live the best possible . We do this by exploring, thinking and changing things in more disciplined (easier, faster, safer), more informed, powerful ways.

Among the intelligent things we use and do to identify and solve problems smartly are the various mental and physical awareness, abilities and skills we already know and have associated in groups of knowledge we call Science, Technology, Engineering and Mathematics" (or "STEM"). These talents, as well as the tools we use with them are a big part of what has helped us humans dominate so far, among other creatures in our planet.

Recently, educators have also come to include the discipline of "Art" among the basic STEM groups. The acronym has therefore been extended to "STEAM" (Science, Technology, Engineering, Arts and Mathematics). The addition of the Arts is said to signal our recognition of the need to develop better as "whole, smart individuals" by becoming more "informed, creative and innovative problem solvers". It is perhaps more apparent that the value of ART, or artistic development is intended to promote the best use of our natural abilities, mostly INSTINCT and COMMON SENSE. These abilities can thus help us best take advantage of the beauty and power of nature, learning from the ages-old of inspiration of objects and forces within ourselves and our environment.

THE ADDITION OF NEW TOOLS AND TECHNOLOGIES TO ESTEND SUPPORT FOR HUMAN INSTINCT AND COMMON SENSE

At the present time, new and powerful tools are being created to replicate the effects by adding the power of instincts and common sense of humans through massive collection, analysis and application of information from the environment. This additional power is being labeled and promoted as “Artificial Intelligence” or AI. According to Amazon Web Services (AWS,) one of today’s major providers of commercial AI services, AI is “a technology with human-like problem-solving capabilities. AI in action appears to simulate human intelligence—it can recognize images, write poems, and make data-based predictions.” In other words it is intended to imitates, mimic, suplements and likely enhances the benefits of human intelligence.

We should now define briefly and in our own words state what "a problem", "problem solving", "smart problem solving" mean, as well as to explore specifically what each of the "STEM / STEAM disciplines" is, also how new tools, like Artificial Intelligence relate to, benefit from and complement each other.

The following simplified descriptions of and relationships among the STEAM subjects are introduced to help remind us of the unique value and appropiate role of tools and technology, from the origins of humanity to the present day, including artifacts we now call "smart tools", "automation" (tools that can make decisions), and "cyborgs" (tools that can complement live organ functions).

SIMPLIFIED DESCRIPTIONS OF STEAM SUBJECTS:

SCIENCE: Are the smart approaches and practices to make things best, functionally correct, economic, agile, RELIABLE, TRUSTWORTHY.

TECHNOLOGY: The science of TOOLS.

ENGINEERING: The science of creating and applying BEST TOOLS for our purposes.

ARTS: The appreciation and use of form-and-function patterns in nature utilizing our INSTINCT, INSPIRATION and COMMON SENSES.

MATHEMATICS: The science of using effective SYMBOLS (representations), ABSTRACTION (imaginations, ideas) and their MANIPULATION (interaction, operations with symbols) for best ACCURACY (exactness,) PRECISION (reliable trust,) SAFETY (minimization of harmful, unsafe risks,) SPEED (best timing,) and ECONOMY (lowest costs.)

RELATIONSHIPS AMONG STEAM SUBJECTS

From the practice and habits of the academic disciplines of Sciences, Technologies, various Engineering areas, the Arts (particularly the “industrial arts) and Mathematics, we can yherefpre state that”:

a) The "smart", disciplined approaches concepts and practices of SCIENCE provide reliable and efficient support to the knowledge developed in other STEAM disciplines.

b) TECHNOLOGY is how we make possible the design, creation and use of the diverse range of TOOLS that support the SCIENCES, ENGINEERING, ARTS and mathematics.

c) ENGINEERING are the practices that support the smart creation and effective use of TOOLS and TECHNOLOGIES.

d) ART as a complement to ENGINEERING, promotes the development of our natural INSTINCTS and COMMON SENSE for us to perceive and inspire us to deal with patterns of balance, change, and problem resolution in nature. Our appreciation of nature and its harmony is extremely helpful since we are witnesses and users of what has been developed and perfected by nature through millions (billions...) of years of evolution.

e) Through the use of symbols, abstraction and reliable procedures for investigation, analysis, design and manufacturing, MATHEMATICS, and other common languages have allowed each and every human discipline to flourish by recording, imagining and communicating quantities around us. In particular, Mathematics support the confident representation and manipulation of quantities in and about objects and their changes with ACCURACY (exactness), PRECISION (trustworthiness), TIMELINESS (best timing), SAFETY (avoiding risks) and ECONOMY (lowest, best justified costs). The efficient and precise language and procedures of MATHEMATICS support the "smart thinking" in the definition and resolution of important and difficult scientific, economic and social problems.

We now focus on the advantages of extending the powers of our senses, brain, muscles and bones through the design, creation and utilization of tools, and on how the STEAM disciplines and tools are helpful for that purpose.

HOW OUR BODIES SENSE (FEEL), PROCESS INFORMATION (THINK) AND ACT (DO) ON IT

We feel, think and act in our environment using different parts of our bodies. We collect information from the environment using our senses (INPUT) to then communicate, process, interpret, define ideas, patterns, make decisions in the nerve-muscles (“involuntary reflexes”) and brain (PROCESSING-STORAGE) to finally, and based on corresponding information and processes, activate muscles, other tissue and bones in our bodies, as well as our available external tools to change the environment (OUTPUT,) as decided.

Our bodies feeling and acting in our environment
Figure 1.1 below presents an overview of the basic elements of human activity, described in a scheme called a systems model (IPSO: INPUT, PROCESSING/STORAGE, OUTPUT):

1- First, the real world is perceived by one or more of our five natural senses of vision, hearing, smell, taste, and touch. The neural-biochemical-electrical information produced by the senses is then carried by cell fibers called nerves to some nerves for immediate reaction ("limbic", reflex), or/and to the brain for further identification, organization, arrangement, possible storage and corresponding rational action (in response to possible PATTERNS that " make sense") to change the environment.

Figure 1.2 next presents three images of tissue that constitutes the visual sense in humans – The first image presents a cross section of the eye. Sensing starts when light from the environment is captured, reaching and passing through the pupil. cornea, and lens, to finally strike the light-sensitive retina in the back of each of the eye balls. The expanded view of the retina shown next displays a detail of its nerve cell arrays. These arrays contain two different types of tissue called rods and cones. Rods and cones absorb different frequency-color radiation energy from the light received and convert it into electrical signals (?), using a photosensitive protein called Opsin. These chemical signals are then transmitted electrically to the brain as visual information through the optical nerves. Functionally, our eyes can be compared to present-day color video cameras, capturing information from the environment and communicating it electronically to a "video-processing system" in the brain.

A closer view of the retina's rods and cones tissue images in Figure 1.2 makes more visible the distinction among them: The rods are basically fast, color-blind detectors of shape light intensity, focused mostly on the fast sensing of size and position of objects. The cones are slower, but each able to detect selectively one of three different color frequencies in the received light: red, green, or blue. As the distinct intensity of signals from each of the types of cones is transmitted and processed in the brain, a unique color is determined as the combination (mix) of these three (primary) colors.

The existence of two eyes and a dual path of the optical nerves from each of them to bring their own visual perspective from their retina to the back of the brain, is shown in the last image in Figure 1.2. Therefore, the optical nerves bringing signals from the eyes to the brain are analogous (i.e. similar) to “data cables”, bringing visual (video) information from two color video cameras (the eyes), configuring a three-dimensional (3D) stereoscopic (?) array able to sense depth, just like the three- dimensional processing in today’s video systems.

Currently, the design and construction of most electronic imaging devices that handle visual color are built with consideration to these primary colors sensed by the eyes (Red-Green-Blue, or RGB). A “subtractive” equivalent (Cyan-Yellow-Magenta, or CYM) is used for devices that mix ink to absorb, rather than generate selected color light. Further description of the RGB primary colors and mixing, as well as CYM coloring for printers is available through the "Encoding color in digital images" links included in Figure 1.7 ahead.

Fig. 1.2 The visual sense in humans – Eyes to brain

The auditory (hearing) system (Figure 1.3) feels/senses the sounds from the environment received as physical vibrations of molecules in the air, processing them through the outer and inner ear, drum, anvil, hammer, cochlea, etc., to create electrical signals that are transmitted to the brain through auditory nerves. Here again, in the second image, two separate auditory paths are shown creating a stereoscopic array able to sense depth in the audio processing areas (auditory cortex) of the brain.

Fig. 1.3 The auditory sense in humans

Similarly to the visual and auditory systems, the olfactory/smell and taste/flavor senses (Figure 1.4) rely also on various kinds of nerve cells and tissue to communicate smell and flavor sensation information to the brain. There seems to be limited spatial separation of information for olfactory information (two nostrils), and none (only one palate) for taste/flavor information.

Fig. 1.4 The olfactory and taste sense in humans

Finally, the perception of the environment through physical feel and touch contact involves a diversity of organs and complex processes that extend through different parts of the body, notably the skin and muscles. The feel and touch systems actually consist of two different but related structures, one for input of information, feeling and exploring physical objects, and the other for output, touch and movement reactions exerting pressure and modifying the environment, with the assistance of muscles and bones. Figures 1.5.a and 1.5.b show images of feel and touch (through skeletal muscle activation) related organs in the body . These include nerve routes to and from the spinal cord medulla (dorsal horn), and the brain, both for involuntary, fast-response reflective(reflex) reaction (?) functions, as well as for the slower, more rational, intentional identification, analysis and reactions ocurring in the brain.

Fig. 1.5.a The sense of feel and touch: a complex 2-way system

Fig. 1.5.b The neural paths for feeling-in (sensing)-in and touching-out action (moving)

Making sense: The brain at work, and the use of symbols
As described above, the information collected by the vision, auditory, smell, taste, and touch senses is brought to the nervous systems, where highly complex, almost magical processes take place. Somehow, the spinal cord nerves respond to sensations that require immediate response, or the brain acts to activate its structure and chemistry to identify, classify, analyze, synthesize, connect, reconnect, organize and reorganize incoming and previously-stored information in highly complex schemas (?). The individuals will then use these schemas to somehow generate conclusions, predictions (?) and as necessary, defining meaningful reactions to deal with a situation or opportunity in the environment. Either unconscious, immediate reflexes or as a result of mediated, rational analysis and intelligent (?) decision-making.

Although much research has been dedicated to the understanding of brain structure and functions, much more still needs to be discovered, as it seems to be an extremely complex assemblage of organs and processes with systems dedicated to collecting, organizing, storing, reorganizing, retrieving and communicating of information, which constantly function and evolve (transforms) throughout our lifetimes and our evolution through the ages.

One important concept involved in brain functioning is that of representations ? . Representations are alternative expressions of knowledge (or awareness), normally involving the identification and use of surrogate, more effective or efficient objects found around us and actions with them. Representations can include realistic (e.g. replicas, toys), real or imagined physical objects or shapes, such as pictures, sounds and suggestive motions, semi-realistic objects such as recreations, figurines, cartoons, stick-figures or icons (?) and all the way to abstract and/or encrypted (?) symbols (?), or combinations of those whose meanings are basically visually and/or physically disconnected and maybe understood only through the use of corresponding mental activations, interpretation and translation protocols (?). Translation protocols or procedures are rules typically developed specifically for unique symbol identification purposes. Examples of protocols are the meanings, rules of construction and translation of common conversational human words, languages, mathematical systems and present-day data security procedures, intended to safeguard understandable, secure communications of information among different individuals.

The images included in Figure 1.5 are those of ancient representations found in archeological sites around the world. These images show counting dots and scratches, realistic images of animals, icons and symbolic narrative text. The images in Figure 1.6 are of symbols introduced for early electronic communications (wireless Morse code), tactile symbols for blind persons, (Braille), and hand-finger gestures for deaf or mute persons (Hand signs in Sign Language). Figure 8 displays a simulation panel for coding numbers for binary digital computing.

Fig. 1.5 Ancient representations with symbols, images, and icons

Fig. 1.6 Encoding text for: early electric communications, the blind and the deaf-mute persons

Fig. 1.7 Encoding numbers for today's binary electronic digital computers

The role of knowledge and STEM subjects in creating and using better tools

We will now refer to various tools, with reference to the way they extend our natural abilities: Starting with simpler sticks and stones for gaining mechanical advantages in the beginning of civilization, to the highly sophisticated virtual tools and environments of today that allow us to perceive, visualize, analyze and synthesize sophisticated, critical situations and solve our “simpler” and most complex problems.

At the root of our needs and abilities to see, hear, touch, smell, taste, think and act to remain safe, healthy and happy is where the value of the STEAM disiplines reveal themselves through their impact through the accuracy, precision, speed and economy to solve problems properly. Solving problems properly typically involves dealing with adequate, rational, balanced solutions involving one or more disciplines.

HOW SIMPLE, COMPLEX TOOLS AND ROBOTS WORK

Naturally, and through time, the forms of the tools and the way we create and use them have developed from the raw, primitive and simple forms, physical sticks and stones of the nomadic and cave dwelling times, to the more elaborate, complex, cybernetic, robotic, information and computer-assisted (real-physical or abstract-virtual) complex automation (i.e. independently powered and self-controlled tools) we see today.

Through time, the simplest forms of tools consist of very basic, simple objects and/or be asociated with basic abstract ideas (i.e. symbols, “information.”) Among the simplest physical, mechanical concrete “artifacts,” there are what are called "simple machines." Things like:

Combinations of simple machines working together can configure more complicated tools referred to as "compound machines" or simply: machines. Wheels, levers, and pulleys, for example, are all used as parts of a compound transportation mechanism known as a bicycle. In machines such as a bicycle, the overall physical, or mechanical "advantage" for transportation is the result of combining the mechanical advantages of the simple machines of which it is composed.

The identification of simple machines has been helpful in the methodical identification and construction of new, more powerful machines. Thus, there is an important concern about how simple machines work and how they are compounded to make more complex, powerful machines.

FURTHER CLASSIFICATION OF TOOLS AND MACHINES

However, a more successful strategy was identified by Franz Reuleaux, who collected and studied over 800 common mechanical (hard material) machines. He realized that a lever, pulley, and wheel and axle are in essence the same device: a body rotating about a hinge. Similarly, an inclined plane, wedge, and screw are a block sliding on a flat surface.[31]

This realization shows that it is the joints, or the connections that provide movement, that are the primary elements of a machine. Starting with four types of joints, the revolute joint, sliding joint, cam joint and gear joint, and related connections for transportation of movement, such as cables and belts, it is possible to understand a machine as an assembly of solid parts that connect these joints.[23]

A ROBOT is a "smart", intelligent tool we use For that purpose, we design and make robots (ref), that include features that imitate living organisms, INCLUDING SYSTEMS OF INFORMATION and “DECISION-MAKING” authonomy, some of that being inspired by, and the result of billions of years of evolution. Among these features of robots are the ability to sense (feel) the environment through (input) devices called "sensors", generating and managing information collected and assembled through information oriented component-devices. These devices, commonly called "processors", collect, store and evaluate information (thinking and deciding) to select possible courses of action effected through "actuators", controlled energy devices that can act (output) and change the environment for a purpose. In a sense, robots and their elements act as and become extensions to our own senses, brain, muscles, bones and bodies, to help us transform our environment more effectively, faster, safer, better.

Can we now describe again, briefly and concisely, what "a robot" is?

USE OF TOOLS, FROM THE BEGINNING OF CIVILIZATION:

Through our time in history, we humans, as well as other living creatures have survived and thrived by exploring and dealing with situations and problems in the environment. We have seen opportunities and threats and figured out best ways to defend and take advantage of circumstances. We humans have done this quite successfully in our planet with ground, water, air, sun, plants and other, small and large, and often powerful and dangerous creatures. We have done this repeatedly by figuring out how to best use not only our own hands and bodies, but getting help from other parts of the environment itself.

Can you think of 10 ways in which some things in the environment have been helpful to us in transforming and/or using other parts of it?

For example:

1) Starting with the natural parts of our body and our mind that have helped us, so far we have survived and become the top predator on earth. Can we think of how our bodies help us?

2) We provide ourselves with food and nutrients by taking things from the environment, preparing them to make them more available and digestible through the use of various tools. Can you think of some of these tools? Hint: We normally have these in our farmlands, food factories, kitchens, utensils and tables....

3) We can move our physical bodies and other things around us by using not only our legs, feet, hands and muscles, but also by taking advantage of other objects and forces in the environment ("props") to do it easier, faster and safer. - How - what kinds of tools - we use to move things around on land, water/sea, air and even far away, in outer-space?

4) We also use tools from the environment to protect ourselves from the harsh elements of it, such as sun, wind, cold, rain, germs, dangerous predators, etc. - rather than depend just on our own eyes, skin, hair, sweat and body fat ....... What tools we make and use to do this?

5) Which tools we have today to help us produce the many nice, affordable, long lasting cars, food, clothes, televisions, refrigerators, homes, etc. more and more of us are able to enjoy - rather than simply using our own bodies, or assist each other personally?

Generally we can then say that technology is what we create and do with some parts of our environment to transform and take advantage of other parts of it, to best satisfy our diverse needs.

A view of the diversity of human needs was offered by Abraham Maslow (1943) as a pyramid of priorities in a BASIC-to-HIGH priority scheme ("Hierarchy of Human Needs")

What is Science and "Scientific" knowledge? and how do these help and are helped by tools?

http://undsci.berkeley.edu/article/philosophy

Specifically, how does science help civilization survive and grow?

http://undsci.berkeley.edu/article/0_0_0/whathassciencedone_01

==================================================================

HOW DO AUTOMATION and ROBOTS WORK?

Through history, we humans have figured out ways to deal with our environment by designing, building, and using ever more useful, capable tools. We create and use all kinds of tools to help us do this: parts of our own bodies, simple natural objects we can find in the environment, and all the way to most elaborate contraptions we can build: these days various "automated", "smart", or "robotic" tools complement and enrich our existence with special abilities to perceive the environment, interpret and execute our intentions and supply the energies required to do what we need and want in the most effective, expeditious, safest ways we can imagine.

What are "tools", and what are "automated", "smart" and "robotics" tools?

Robots and automata incorporate special devices that drive their behavior and apply energies most effectively, in ways that improve, amplify and expand the limits of our own natural physical abilities. These tools can help us do the things we need to do beyond what we can do ourselves with our own bodies. Naturally, in the beginning it all began with using our own bodies, simpler objects to help ourselves, but eventually, to imagine, create and use the more elaborate ones. Indeed, the evolution of tools relies on the application of whatever tools and uses we have imagined previously. Today, our tools can still include such simple objects as sticks and stones, pencil and paper, simpler metal cutting and welding equipment, but we have also made available complex, powerful and efficient industrial design and construction tools we call Computer Automated Design (CAD) and Computer Automated Manufacturing (CAM).

Today, our tools can help us dispense the limited energies of our bodies more effectively, as well as to complement them by incorporating additional and different energies provided by other materials and phenomena in nature: combustible or renewable fuels, electrical or magnetic flows of electricity supplied by accesory supply lines. Energies for our tools can also be supplied from within the tools themselves, using the molecular, chemical or atomic reactions generated by isolated sources, such as chemical reactions in electrical batteries, direct sun radiation, or the energy released by the state-transitions in the structure of atoms inside free-standing "fuel cells", or "nuclear unstable" materials.

How are "automated", "smart" and "robotics" tools better than the older "manual" tools?

The “more intelligent” tools are powered and controlled more flexibly and effectively through better physical intervention of our bodies and to fulfill our intentions, they are designed and constructed so as to best respond to our direct touch, in contact, or through “remote touch,” using wired or wirelessly (no hard-wires connected) “remote controls,” at a distance, through electromagnetic-field induction fields, perhaps even physically disconnected, relying on their own autonomous “on-board” devices and sources of energy. Independent (autonomous) and self-controlled behaviors supported through the execution of pre-loaded sequences of logical decision-making commands and sequences (called programs) can define controls, including information, generated by ready-available (on-board) sources (sensors and processors.) Furthermore, more often now, controls can be defined based on information resulting from the collection and analysis of large, massive, intense autonomous data gatherings from what is known today as “Artificial Intelligence” (AI).

When communicating commands for instant action of a tool, or "live control" from a remote distance, it is said that we are executing "positive remote controls". When our tools independently sense the environment by themselves, to make assessments, determine and execute corresponding sequences of actions based on its situation on their own, we call them autonomous. When assessments and actions involve independent, on-board sensing, decision-making and acting that can be interpreted as some kind of "intelligence," as well as when they host themselves some self-contained sources of energy, to drive and implement selected behaviors at each step, the tools are known as "automated", "cybernetic" or "robotic."

How do "automated", "smart" and "robotics" tools learn how to behave, and how do they get their energies and power to do things?

Successful design and operation of automated tools and robots require the best use of today's applicable knowledge and practices. Today we group this kind of knowledge in coordinated topics and subjects such as:

1. mathematics, physics, chemistry, biology, etc.

2. material sciences,

3. mechanics,

4. electricity and magnetism,

5. hydraulics, computing and information technologies,

6. ergonomics and cognitive sciences.

7. etc.

Other examples of more focused subjects about the nature and behaviours of our surroundings are such as: Material sciences, mechanics and ergonomics, that help us design and build better shaped, effective, capable, human-friendly, reliable and durable physical objects and assemblies. Hydraulics, together with electricity and magnetism refer to the form and function of physical sensors and actuators. Hydraulic (liquid or gas fluid substance-driven) and electromagnetic (electric field and induction-driven) levers, arms, wheels, pumps, valves and motors can provide strong and fine support for physical, mechanical positioning and movement in machines, by tightly controlling and distributing pressure and movement throughout coordinated parts and mechanisms.

At the present time, electricity, magnetism (optical and magnetic transducers) and pressurized fluids (liquids/hydraulics or air/pneumatics) provide various convenient choices to supply strong energy and information for remote operation, either to wire/physically-connected or independent (autonomous) devices in tools and machines. Tools and machines can also be supplied with the energy released by energy-releasing fuels, compressed fluids, and diverse mechanical energy storage contraptions. Tools and machines can also be made more "talented" and capable for actions suggested by forms and sequences of specially designed "smart" objects ("things that make us smart"), such as coded artifacts (e.g. music-box punched tapes) or comprehensive sequences of electrical pulse representations, coded as symbols and signals (http://www.animath.net/frbinary.html). These symbols and signals are provided to the tool/machine/robot, held and accessed by them for deferred interpretation and action at appropriate times, likely unsupervised, under predefined conditions. These sequences are commonly referred to as "control programs" in Information technology. To "touch and feel" the environment under which they operate, automated tools and machines use input devices (called sensors). To interpret the input and assess the situation at hand, as well as to determine possible choice of behavior or actions necessary, the machines could use special decoding mechanisms, or "on-board" computers (information processors) mimicking the brain of living organisms). To execute and perform physical actions machines and robots use appropriate output devices that include physical, electro-mechanical actuators, as well as electro-mechanical combinations called servomechanisms (or "servos").

What are the things we need to know in order to make our tools the best we can?

Overall, automata and robots can be imagined, designed and constructed as units called functional systems. The science of design and construction of functional systems is called systems engineering- (see BASIC SYSTEMS ENGINEERING DIAGRAM below).