PROTOTYPE OF A LINEAR VIBRATORY FEEDER

A Project Proposal Presented to the

Faculty of the College of Engineering and Technology

Romblon State University

Odiongan, Romblon

In Partial Fulfillment of the Requirements for the subject

(ME 5120) Vibration Engineering

By:

Fajeculay, Joshua John A.

Gaa, Mark Anthony B.

Magbanua, Shembelle G.

Mijares, Jiel C.

Oliveros, Beliza T.

Sombilon, Ian R.

October 2019
 RSU VISION

Romblon State University as a premier institution of higher education in the

MIMAROPA Region for a globally competitive province of Romblon.

RSU MISSIONS

The University shall be committed to provide advanced education, higher

technological and professional instruction and training in agriculture and fishery,
forestry, science and technology, education, arts and sciences, and other
relevant fields of study. It shall undertake research and extension services, and
provide progressive leadership in its areas of specialization.

CET GOALS

The College of Engineering and Technology’s goal is to provide relevant

and quality training for students in engineering, technology and related fields
consistently to satisfy the national development trusts. All engineering programs
must be defined consistent with the vision and mission of the university, The
College endeavors to:

produce graduates with the necessary theoretical knowledge of

mathematics and natural sciences as well as the background knowledge
needed by them to acquire the experience and practical skills required of
professional engineers and technicians;

educate students for their careers as engineers and technicians, to enable

them to contribute to the developmental effort of the country as entrepreneurs
or competent professionals;

educate students imbued with good moral and ethical values and the acute
sense of awareness of the conservation of the environment for the sustainable
development of the country;
 provide students instruction in both theoretical and practical aspects of
engineering and technology and exposure to industrial setting in the form of
field experience provide a well-rounded engineering and technical education
that draws upon resources of a comprehensive research university to attract
outstanding undergraduate students in selected engineering fields;

conduct quality research in selected areas, enabling faculty members and

students to keep pace with new developments and ensuring that the newest
concepts are taught in its courses; and

serve the needs of the University, industry, government, and the general
populace by making its facilities and faculty expertise accessible.

ME OBJECTIVES

Mechanical Engineering is one of the oldest and broadest branches of

engineering. The American Society of Mechanical Engineers (ASME) defines it as
follows:

Mechanical Engineering is a profession that concerns itself with

mechanical design, energy conversion fuel and combustion technologies, heat
transfer, materials, noise control and acoustics, manufacturing processes, rail
transportation, automatic control, product safety and reliability, solar energy,
and technological impacts to society. Mechanical engineers study the behavior
of materials when forces are applied to them, such as the motion of solids,
liquids, gases, and heating and cooling of object and machines. Using these
basic building blocks, engineers design space vehicles, computers, power
plants, intelligence machines and robots, automobiles, trains, airplanes,
furnaces, and air conditioners. Mechanical engineers work on jet engine design,
submarines, hot air balloons, textiles and new materials, medical and hospital
equipment, and refrigerators and other home appliances. Anything that is
mechanical or must interact with another machine or human being is within the
broad scope of today’s and tomorrow’s mechanical engineer.

The above ASME definition of mechanical engineering is a

comprehensive one, however, only some of its element may be covered in the
undergraduate level. The Task Force in Mechanical Engineering, therefore,
designs a broad-based mechanical engineering curriculum that emphasizes the
fundamental knowledge and skills of mechanical engineering and introduces
new emerging areas in the discipline. To meet this purpose, the curricular
requirements for elective courses are increased to twelve units. These elective
courses may be utilized to introduce new courses in mechanical engineering as
suggested by these curricular guidelines or to design a concentration or
tracking in the mechanical engineering program such as manufacturing
engineering, mechatronics engineering, automotive engineering, biomedical
engineering, HVAC/R engineering ( heating, ventilating, air – conditioning and
refrigerating ), etc. The Task Force strongly suggests that in the selection of new
elective courses or in the design of a concentration or tracking, the school
considers the thrust of industrial development in their locality or region.
Furthermore, the new mechanical engineering curriculum includes a senior
design or thesis project that addresses the specific needs of the communities
where the schools are located. In accordance with the
criteria of the PTC–Certification and Accreditation System for Engineering
Education (PTC-CASEE), the BSME program shall produce graduates that have
the following program or student outcomes:

a. An ability to apply knowledge of mathematics, science and

engineering

b. An ability to design and conduct experiments, as well as to analyze

and interpret data
 c. An ability to design a system, component or process to meet desired
needs within realistic constraints

d. An ability to function on multi-disciplinary teams

e. An ability to identify, formulate and solve engineering problems

f. An understanding of professional and ethical responsibility

g. An ability to communicate effectively in both Filipino and English

languages

h. An understanding of the impact of engineering solutions in a global

and societal context

i. An ability to use techniques, skills and modern engineering tools

necessary for mechanical engineering practice
 CHAPTER I

INTRODUCTION

This chapter presents the background of the project, project objectives,

significance of the project, and related designs of the project.

Background of the Project

Vibratory feeders are not something new to the industrial world. They
have been used in many industries such as pharmaceutical, mining, and even
food. There are 2 main types of feeders, linear and bowl shaped, operating with
the same theory. Many of the industrial shakers come with other fixtures suited
to the type of job it has to do. Screens are used to separate different size
particles or to separate out dirt and other unwanted particles. Other feeders
have fixtures that orientate the mediums in a certain direction in preparation for
the next step in the process of manufacturing (Gordon H. Y. Wong, 2008).

Linear vibratory feeders are used for feeding of components to various

machines. The actuation / vibrations takes place by electromagnets. The Linear
Vibratory Feeder is a device that converts Electro-magnetically produced
vibrations into mechanical vibrations. These mechanical vibrations are utilised
for movement of the work piece along the track or tray (Shete, M., 2011).

Vibratory feeders involves vibration which is usually discussed as one of

the topics in engineering courses especially in mechanical engineering. On the
other hand, when explaining a concept or a theory, students might not be able
to fully understand and grasp how it works and how it might be applied to real
situation.
 In lieu of the problem encountered, it is on the basis that this project is
aiming to design and build a prototype model that will give the students a
better understanding of the concept and theory about vibration.

Objectives of the Project

This prototype project will be designed to show students (and others), one
of the theories of vibration through a working model. The main goal of this
project is to design and build a working model that demonstrates how the
vibration theory can be applied in real life. Also, a prototype that is easy to
carry, assemble, use, dismantle, and store will be aimed.

Significance of the Project

This prototype project will help to explain the system in which students
might be able to fully comprehend how it works or how it might be applied to
real life. This project will give a visual representation of the vibration theory that
can aid students in better understanding of the concept.

Related Designs of the Project

In 2008, Gordon H. Y. Wong designed a prototype of linear vibration

feeder. The whole system was divided into four major parts or subsystems. The
first part is the beam that the material will be transported on (hence forth
designated as Load Ramp). The second is the Support system for the beam
(hence forth designated as Load Ramp Support(s)). The Load Ramp Supports
have two jobs. The first is to Support the Load Ramp and prevent any side forces
or movements that might occur. Its second job is to allow the user whoever
he/she might be to change the Load Ramp angle. The next is the shaker and
possibly a system to change its angle of acting. The shaker that is procured can
pivot on its own allowing various angles of acting force thus there were no need
for its own subsystem. The last major subsystem is the base assembly that the rest
of the system rest on.

Figure 1.

Last 2016, in China, a study about on a Linear Vibratory Feeding System

Based on Servo Motor Technology was conducted by Liang Han and Zhi Ye. The
researchers aimed to improve the efficiency of linear vibratory feeding system
by proposing a novel linear vibratory feeding system based on servo motor
technology. The linear vibratory feeding system makes the part move in a
certain structure of trough based on the principle of vibration, friction and
inertia.

Figure 2.
 CHAPTER II

PROJECT DESCRIPTION

This chapter covers the materials to be used, working principles, parts with

specification, working drawings and methods of construction.

Materials

TABLE 1. This table represents the materials and supplies and its quantity to be

used in making the linear vibratory feeder prototype.

Fabrication of the Prototype

Quantity Unit Description

4 Pcs Helical Metal Spring

20 Pcs Bolts and Nuts

1 Pc Vibration Motor

1 Pc Arduino Speed Controller

1 Pc 12 Volts Battery

5 Pcs Steel Round Bar

Working Principles
Parts with Specification

Base

Load ramp
Load ramp Support /spring support
Speed controller

Vibration motor
Vibration motor holder

Vibration Rod
Working Drawings

Methods of Construction

1. Measure and cut the pieces of base system to the required dimension.

2. Assemble the spring and load ramp support to the base using bolts and
nuts.

3. Connect the load ramp to the spring and load ramp support.

4. Attached the vibration motor holder and speed controller to the base.

5. Place the vibration motor to the motor holder. And connect the
vibration rod to the motor.

6. Set-up the wirings for the vibration motor and speed controller.
 CHAPTER III

References

Han, L., & Ye, Z. (2016). A Study on a Linear Vibratory Feeding System Based on
Servo Motor Technolog. IEEE Advanced Motion Control , 1-2.

Shete, M. (2011, April 23). Working Principle of Linear Vibrators. Retrieved from
Elscint Automation: http://www.elscintautomation.com

Wong , G. H. (2008, April 24). Linear Vibration Feeder.