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Learning Applied to Ground Vehicles

Learning Applied to Ground Vehicles is a computer science topic covered in the lgStudy science library. This page brings together a partial reference excerpt, illustrations, worked examples, real-world applications and a short study plan, so you can understand Learning Applied to Ground Vehicles rather than just read about it. In short: The Learning Applied to Ground Vehicles (LAGR) program, which ran from 2004 until 2008, had the goal of accelerating progress in autonomous, perception-based, off-road navigation in robotic unmanned ground vehicles (UGVs). LAGR was funded by DARPA, a research agency of the United States Department of Defense.

Learning Applied to Ground Vehicles — main illustration
Learning Applied to Ground Vehicles — illustration

Key takeaways

  • Learning Applied to Ground Vehicles belongs to computer science; place it in that map before memorising details.
  • Learn the definition first, then one example that makes the definition concrete.
  • Connect Learning Applied to Ground Vehicles to a quantity you can measure, compute or draw — that is where exam questions come from.
  • Reproduce the core statement of Learning Applied to Ground Vehicles from memory before moving on to harder problems.

Reference excerpt

The Learning Applied to Ground Vehicles (LAGR) program, which ran from 2004 until 2008, had the goal of accelerating progress in autonomous, perception-based, off-road navigation in robotic unmanned ground vehicles (UGVs). LAGR was funded by DARPA, a research agency of the United States Department of Defense.

History and background While mobile robots had been in existence since the 1960s, (e.g. Shakey), progress in creating robots that could navigate on their own, outdoors, off-road, on irregular, obstacle-rich terrain had been slow. In fact, no clear metrics were in place to measure progress. A baseline understanding of off-road capabilities began to emerge with the DARPA PerceptOR program in which independent research teams fielded robotic vehicles in unrehearsed Government tests that measured average speed and number of required operator interventions over a fixed course over widely spaced waypoints. These tests exposed the extreme challenges of off-road navigation. While the PerceptOR vehicles were equipped with sensors and algorithms that were state-of-the-art for the beginning of the 21st century, the limited range of their perception technology caused them to become trapped in natural cul-de-sacs. Furthermore, their reliance on pre-scripted behaviors did not allow them to adapt to unexpected circumstances. The overall result was that except for essentially open terrain with minimal obstacles, or along dirt roads, the PerceptOR vehicles were unable navigate without numerous, repeated operator intervention. The LAGR program was designed to build on the methodology started in PerceptOR while seeking to overcome the technical challenges exposed by the PerceptOR tests.

LAGR goals The principal goal of LAGR was to accelerate progress in off navigation of UGVs. Additional, synergistic goals included (1) establishing benchmarking methodology for measuring progress for autonomous robots operating in unstructured environments, (2) advancing machine vision and thus enabling long-range perception, and (3) increasing the number of institutions and individuals who were able to contribute to forefront UGV research.

Structure and rationale of the LAGR program The LAGR program was designed to focus on developing new science for robot perception and control rather than on new hardware. Thus, it was decided to create a fleet of identical, relatively simple robots that would be supplied to the LAGR researchers, who were members of competitive teams, freeing them to concentrate on algorithm development. The teams were each given two robots of the standard design. They developed new software on these robots, and then sent the code to a government test team that then tested that code on Government robots at various test courses. These courses were located throughout the US and were not previously known to the teams. In this way, the code from all teams could be tested in essentially identical circumstances. After an initial startup period, the code development/test cycle was repeated about once every month. The standard robot was designed and built by the Carnegie Mellon University National Robotics Engineering Center (CMU NREC). The vehicles’ computers were preloaded with a modular “Baseline” perception and navigation system that was essentially the same system that CMU NREC had created for the PerceptOR program and was considered to represent the state-of-the-art at the inception of LAGR. The modular nature of the Baseline system allowed the researchers to replace parts of the Baseline code with their own modules and still have a complete working system without having to create an entire navigation system from scratch. Thus, for example, they were able to compare the performance of their own obstacle detection module with that of the Baseline code, while holding everything else fixed. The Baseline code also served as a fixed reference – in any environment and at any time in the program, teams’ code could be compared to the Baseline code. This rapid cycle gave the Government team and the performer teams quick feedback and allowed the Government team to design test courses that challenged the performers in specific perception tasks and whose difficulty was likely to challenge, but not overwhelm, the performers’ current capabilities. Teams were not required to submit new code for every test, but usually did. Despite this leeway, some teams found the rapid test cycle distracting to their long term progress and would have preferred a longer interval between tests.

Phase II To advance to Phase II, each team had to modify the Baseline code so that on the final 3 tests of Phase I of the government tests, robots running the team's code averaged at least 10% faster than a vehicle running the original Baseline code. This rather modest “Go/ No Go” metric was chosen to allow teams to choose risky, but promising approaches that might not be fully developed in the first 18 months of the program. All 8 teams achieved this metric, with some scoring more twice the speed of the Baseline on the later tests which was the objective for Phase II. Note that the Phase I Go / No Go metric was such that teams were not in completion with each other for a limited number of slots on Phase II: any number of teams, from eight to zero could make the grade. This strategy by DARPA was to designed to encourage cooperation and even code sharing among the teams.

The LAGR teams Eight teams were selected as performers in Phase I, the first 18 months of LAGR. The teams were from Applied Perception (Principal Investigator [PI] Mark Ollis), Georgia Tech (PI Tucker Balch), Jet Propulsion Laboratory (PI Larry Matthies), Net-Scale Technologies (PI Urs Muller), NIST (PI James Albus), Stanford University (PI Sebastian Thrun), SRI International (PI Robert Bolles), and University of Pennsylvania (PI Daniel Lee). The Stanford team resigned at the end of Phase I to focus its efforts on the DARPA Grand Challenge; it was replaced by a team from the University of Colorado, Boulder (PI Greg Grudic). Also in Phase II, the NIST team suspended its participation in the competition and instead concentrated on assembling the best software elements from each team into a single system. Roger Bostelman became PI of that effort.

The LAGR vehicle

… excerpt ends here. Continue reading the full article.

Worked examples

Example 1 — a first encounter with Learning Applied to Ground Vehicles

Start with the simplest possible case. Write down what Learning Applied to Ground Vehicles claims or describes in one sentence, then invent the smallest concrete situation in which that sentence is true. In computer science, the smallest case is usually a single object, a single equation or a single measurement. Check that every symbol or term in your sentence has a meaning in that case.

Example 2 — changing one variable

Take the situation from Example 1 and change exactly one quantity: double it, halve it, or set it to zero. Predict what should happen to Learning Applied to Ground Vehicles before you calculate. Comparing your prediction with the result is the fastest way to find out whether you understand the idea or only the words.

Example 3 — an exam-style question

Typical questions about Learning Applied to Ground Vehicles ask you to (a) state it precisely, (b) apply it to given data, and (c) explain a limitation. Practise writing all three answers in under five minutes; the third part is what separates a full-mark answer from an average one.

Applications of Learning Applied to Ground Vehicles

In research
Learning Applied to Ground Vehicles appears in computer science research whenever the underlying quantities have to be modelled precisely. Papers usually cite it as a starting assumption and then explore where it breaks down.
In technology and industry
Engineering practice reuses Learning Applied to Ground Vehicles in design rules, simulations and safety margins. Knowing the idea lets you read a specification sheet and understand why the numbers look the way they do.
In the classroom
Learning Applied to Ground Vehicles is common in secondary-school and first-year university syllabi. It links to neighbouring topics Applications of computer vision, Applied machine learning, Unmanned ground vehicles, so understanding it makes those chapters shorter.
In everyday life
Look for Learning Applied to Ground Vehicles outside the textbook — in sport, cooking, traffic, electronics or the sky above you. An example you found yourself is remembered far longer than one you were given.
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How to study Learning Applied to Ground Vehicles in 20 minutes

  1. Read the reference excerpt below once, without taking notes.
  2. Close the page and write down what Learning Applied to Ground Vehicles means in your own words.
  3. Compare your version with the excerpt and mark what you missed.
  4. Work through the three examples above with pen and paper.
  5. Explain Learning Applied to Ground Vehicles out loud to somebody else — or to Teacher Smith in the lgStudy chat.

Frequently asked questions

What is Learning Applied to Ground Vehicles in simple terms?

The Learning Applied to Ground Vehicles (LAGR) program, which ran from 2004 until 2008, had the goal of accelerating progress in autonomous, perception-based, off-road navigation in robotic unmanned ground vehicles (UGVs). LAGR was funded by DARPA, a research agency of the United States Department…

Why does Learning Applied to Ground Vehicles matter?

Because it connects several computer science ideas at once: it gives you a definition you can apply, a quantity you can calculate, and a way to check whether a result is plausible.

How should I study Learning Applied to Ground Vehicles?

Read the excerpt, restate it from memory, then work through the examples and applications listed on this page. The five-step study plan above takes about twenty minutes.

What does this page cover?

It gives you a compact reference excerpt plus original lgStudy explanations, examples, applications and study material on Learning Applied to Ground Vehicles.

Tags

  • Applications of computer vision
  • Applied machine learning
  • Unmanned ground vehicles

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