607 research outputs found
TossingBot: Learning to Throw Arbitrary Objects with Residual Physics
We investigate whether a robot arm can learn to pick and throw arbitrary
objects into selected boxes quickly and accurately. Throwing has the potential
to increase the physical reachability and picking speed of a robot arm.
However, precisely throwing arbitrary objects in unstructured settings presents
many challenges: from acquiring reliable pre-throw conditions (e.g. initial
pose of object in manipulator) to handling varying object-centric properties
(e.g. mass distribution, friction, shape) and dynamics (e.g. aerodynamics). In
this work, we propose an end-to-end formulation that jointly learns to infer
control parameters for grasping and throwing motion primitives from visual
observations (images of arbitrary objects in a bin) through trial and error.
Within this formulation, we investigate the synergies between grasping and
throwing (i.e., learning grasps that enable more accurate throws) and between
simulation and deep learning (i.e., using deep networks to predict residuals on
top of control parameters predicted by a physics simulator). The resulting
system, TossingBot, is able to grasp and throw arbitrary objects into boxes
located outside its maximum reach range at 500+ mean picks per hour (600+
grasps per hour with 85% throwing accuracy); and generalizes to new objects and
target locations. Videos are available at https://tossingbot.cs.princeton.eduComment: Summary Video: https://youtu.be/f5Zn2Up2RjQ Project webpage:
https://tossingbot.cs.princeton.ed
Learning Synergies between Pushing and Grasping with Self-supervised Deep Reinforcement Learning
Skilled robotic manipulation benefits from complex synergies between
non-prehensile (e.g. pushing) and prehensile (e.g. grasping) actions: pushing
can help rearrange cluttered objects to make space for arms and fingers;
likewise, grasping can help displace objects to make pushing movements more
precise and collision-free. In this work, we demonstrate that it is possible to
discover and learn these synergies from scratch through model-free deep
reinforcement learning. Our method involves training two fully convolutional
networks that map from visual observations to actions: one infers the utility
of pushes for a dense pixel-wise sampling of end effector orientations and
locations, while the other does the same for grasping. Both networks are
trained jointly in a Q-learning framework and are entirely self-supervised by
trial and error, where rewards are provided from successful grasps. In this
way, our policy learns pushing motions that enable future grasps, while
learning grasps that can leverage past pushes. During picking experiments in
both simulation and real-world scenarios, we find that our system quickly
learns complex behaviors amid challenging cases of clutter, and achieves better
grasping success rates and picking efficiencies than baseline alternatives
after only a few hours of training. We further demonstrate that our method is
capable of generalizing to novel objects. Qualitative results (videos), code,
pre-trained models, and simulation environments are available at
http://vpg.cs.princeton.eduComment: To appear at the International Conference On Intelligent Robots and
Systems (IROS) 2018. Project webpage: http://vpg.cs.princeton.edu Summary
video: https://youtu.be/-OkyX7Zlhi
Junior Recital: Tyler Lee Hartley, harp
This recital is presented in partial fulfillment of requirements for the degree Bachelor of Music in Performance. Ms. Hartley studies harp with Elisabeth Remy Johnson.https://digitalcommons.kennesaw.edu/musicprograms/1484/thumbnail.jp
A Real-World ERP Pre-Implementation Case for the Classroom
This article presents the results of an empirical evaluation of the use of a real-world case study, based on an actual Big Four consulting engagement, to teach information systems and accounting courses. While alternative approaches for adopting the case are suggested, we used the case study in an undergraduate case competition judged by Big Four partners to enhance realism. Students, working in teams, assumed the role of consultants and defended their recommendations involving the assessment of key business process controls within the final phase of ERP implementation. In this process, students are expected to benefit by understanding the relationship between information systems and accounting in an ERP implementation project; learning to work more effectively in teams; and improving analytical, oral, and written communication skills. Evaluation of the use of the case study in an undergraduate case competition, judged by Big Four partners, shows that the students generally agreed that they had attained these benefits. The actual case materials, questions with suggested solutions, case competition rules and procedures, judges’ assessment form, and the winning team’s written report and PowerPoint presentation slides are provided
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