arXiv subjects

Brendan Tidd

Publications and source records attributed to Brendan Tidd.

22 records · Page 2Linked to original sources

arXiv2021

Passing Through Narrow Gaps with Deep Reinforcement Learning

The U.S. Defense Advanced Research Projects Agency (DARPA) Subterranean Challenge requires teams of robots to traverse difficult and diverse underground environments. Traversing small gaps is one of the challenging scenarios that robots encounter. Imperfect sensor information makes it difficult for classical navigation methods, where behaviours require significant manual fine tuning. In this paper we present a deep reinforcement learning method for autonomously navigating through small gaps, where contact between the robot and the gap may be required. We first learn a gap behaviour policy to get through small gaps (only centimeters wider than the robot). We then learn a goal-conditioned behaviour selection policy that determines when to activate the gap behaviour policy. We train our policies in simulation and demonstrate their effectiveness with a large tracked robot in simulation and on the real platform. In simulation experiments, our approach achieves 93\% success rate when the gap behaviour is activated manually by an operator, and 63\% with autonomous activation using the behaviour selection policy. In real robot experiments, our approach achieves a success rate of 73\% with manual activation, and 40\% with autonomous behaviour selection. While we show the feasibility of our approach in simulation, the difference in performance between simulated and real world scenarios highlight the difficulty of direct sim-to-real transfer for deep reinforcement learning policies. In both the simulated and real world environments alternative methods were unable to traverse the gap.

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arXiv2021

Learning When to Switch: Composing Controllers to Traverse a Sequence of Terrain Artifacts

Legged robots often use separate control policiesthat are highly engineered for traversing difficult terrain suchas stairs, gaps, and steps, where switching between policies isonly possible when the robot is in a region that is commonto adjacent controllers. Deep Reinforcement Learning (DRL)is a promising alternative to hand-crafted control design,though typically requires the full set of test conditions to beknown before training. DRL policies can result in complex(often unrealistic) behaviours that have few or no overlappingregions between adjacent policies, making it difficult to switchbehaviours. In this work we develop multiple DRL policieswith Curriculum Learning (CL), each that can traverse asingle respective terrain condition, while ensuring an overlapbetween policies. We then train a network for each destinationpolicy that estimates the likelihood of successfully switchingfrom any other policy. We evaluate our switching methodon a previously unseen combination of terrain artifacts andshow that it performs better than heuristic methods. Whileour method is trained on individual terrain types, it performscomparably to a Deep Q Network trained on the full set ofterrain conditions. This approach allows the development ofseparate policies in constrained conditions with embedded priorknowledge about each behaviour, that is scalable to any numberof behaviours, and prepares DRL methods for applications inthe real world

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arXiv2021

Heterogeneous Ground and Air Platforms, Homogeneous Sensing: Team CSIRO Data61's Approach to the DARPA Subterranean Challenge

Heterogeneous teams of robots, leveraging a balance between autonomy and human interaction, bring powerful capabilities to the problem of exploring dangerous, unstructured subterranean environments. Here we describe the solution developed by Team CSIRO Data61, consisting of CSIRO, Emesent and Georgia Tech, during the DARPA Subterranean Challenge. These presented systems were fielded in the Tunnel Circuit in August 2019, the Urban Circuit in February 2020, and in our own Cave event, conducted in September 2020. A unique capability of the fielded team is the homogeneous sensing of the platforms utilised, which is leveraged to obtain a decentralised multi-agent SLAM solution on each platform (both ground agents and UAVs) using peer-to-peer communications. This enabled a shift in focus from constructing a pervasive communications network to relying on multi-agent autonomy, motivated by experiences in early circuit events. These experiences also showed the surprising capability of rugged tracked platforms for challenging terrain, which in turn led to the heterogeneous team structure based on a BIA5 OzBot Titan ground robot and an Emesent Hovermap UAV, supplemented by smaller tracked or legged ground robots. The ground agents use a common CatPack perception module, which allowed reuse of the perception and autonomy stack across all ground agents with minimal adaptation.

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arXiv2021

Guided Curriculum Learning for Walking Over Complex Terrain

Reliable bipedal walking over complex terrain is a challenging problem, using a curriculum can help learning. Curriculum learning is the idea of starting with an achievable version of a task and increasing the difficulty as a success criteria is met. We propose a 3-stage curriculum to train Deep Reinforcement Learning policies for bipedal walking over various challenging terrains. In the first stage, the agent starts on an easy terrain and the terrain difficulty is gradually increased, while forces derived from a target policy are applied to the robot joints and the base. In the second stage, the guiding forces are gradually reduced to zero. Finally, in the third stage, random perturbations with increasing magnitude are applied to the robot base, so the robustness of the policies are improved. In simulation experiments, we show that our approach is effective in learning walking policies, separate from each other, for five terrain types: flat, hurdles, gaps, stairs, and steps. Moreover, we demonstrate that in the absence of human demonstrations, a simple hand designed walking trajectory is a sufficient prior to learn to traverse complex terrain types. In ablation studies, we show that taking out any one of the three stages of the curriculum degrades the learning performance.

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