Design of a soybean seed-metering workbench for didactic purposes¹

Projeto de uma bancada de dosagem de sementes de soja para fins didáticos

ABSTRACT

Undergraduate programs in agricultural engineering face challenges in attracting and retaining students in Brazil. A dynamic curriculum should incorporate didactic tools that make it easier to teach specific subjects. This study aimed to develop a workbench to simulate the mechanisms of a row-crop planter in a classroom setting. Its mechanical design was created on Inventor software, with components designed using dimensions and shapes optimized for 3D printing. Main workbench parts included an electric motor set, a seed reservoir, a seed-metering disk, gear transmissions, a seed delivery tube, and a conveyor belt to receive the metered seeds. Device evaluation considered varying speed conditions. Results showed that 60% of the samples had an average seed spacing within quality limits (8 to 10.5 cm). Across a speed range from 0.3 to 1.7 m s⁻¹ (based on the conveyor belt), the dosing rate remained at an average of 10.5 seeds m^-1. These results evince the device’s potential for educational purposes by enabling interaction with realistic simulations applying changes to the operating mode. In conclusion, the seed-metering workbench can serve as an active learning instrument that provides students with hands-on experience.

Key words:
3D printing; educational workbench; seed-metering device

HIGHLIGHTS:

A 3D-printed workbench made it possible to conduct low-cost soybean seed dosing experiments for educational purposes.

Seed spacing met standards in 60% of tests, with optimal uniformity at 0.9 to 1.7 m s^-1.

Dosage rate increased proportionally with disk speed, ranging from 2.5 to 16 seeds s^-1.

RESUMO

Os cursos de graduação em engenharia agrícola enfrentam desafios para atrair e reter estudantes no Brasil. Um currículo dinâmico deve incorporar ferramentas didáticas que torne mais fácil ensinar os conteúdos específicos. O estudo objetivou desenvolver uma bancada para simular os mecanismos de uma semeadora em sala de aula. O projeto mecânico foi criado no software Inventor, com componentes projetados usando dimensões e formas otimizadas para impressão 3D. As principais partes da bancada incluíram um conjunto de motor elétrico, um reservatório de sementes, um disco dosador, transmissões por engrenagens, um tubo condutor de sementes e uma esteira transportadora para receber as sementes dosadas. O dosador foi avaliado em diferentes condições de velocidade. Os resultados mostraram que 60% das amostras apresentaram espaçamento médio entre sementes dentro dos limites de qualidade (8 a 10,5 cm). Em toda a faixa de velocidades testada (0,3 a 1,7 m s⁻¹, com base na esteira), a taxa de dosagem manteve-se em uma média de 10,5 sementes m^-1. Estes resultados demonstram o potencial do dispositivo para fins educacionais. A bancada permite interação com simulações realistas, além da possibilidade de aplicar mudanças no modo de operação. Conclui-se que a bancada dosadora de sementes pode servir como um instrumento de aprendizagem ativa que proporciona aos estudantes uma experiência prática.

Palavras-chave:
impressão 3D; bancada educacional; dispositivo de dosagem de sementes

INTRODUCTION

In recent years, undergraduate programs in Brazil have undergone significant revisions to their pedagogical frameworks, particularly regarding the mandatory inclusion of at least 10% of the total academic credits required for graduation in outreach activities (Gonçalves et al., 2023). These adjustments align with CNE/CES Resolution 7/18 (MEC, 2018), which is guided by the National Education Plan for the 2014-2024 decade (INEP, 2015). This plan outlines strategies to develop undergraduate curricula through outreach programs and projects, focusing on actions aligned with the United Nations’ (UN) Sustainable Development Goals (Silva & Bolwerk, 2025). Moreover, the initiative seeks to enhance and strengthen the connection between academic programs and outreach activities.

Nonetheless, many undergraduate programs face challenges in attracting and retaining students. In the case of Agricultural Engineering, according to INEP data (INEP, 2024), the number of programs offered in Brazil increased from 30 to 35 between 2010 and 2023, with peak enrollment in 2019 (5,782 students) and a peak in new enrollments in 2017 (1,938 students). Despite an increase in the number of graduates during this period (from 323 to 528 students), INEP also indicated that by the end of the analysis cycle in 2023, the total number of enrolled students had dropped to 4,626, reflecting a decrease in new enrollments (down by 1,371 students), a higher dropout rate (cumulative rate of 68%), and a lower number of graduates (cumulative rate of 29%).

Courses become more engaging when they include topics closely aligned with practical applications. Currently, several manufacturers produce didactic benches for basic engineering subjects, including electrical systems, electro-hydraulics, physics, pneumatics, electronics, control, and automation. Even so, there are few options for subject areas of agricultural engineering. In this sense, scaled prototypes used in the laboratory can also be applied as didactic tools in the classroom. In agricultural engineering, scaled prototypes are often used to simulate field-related situations in areas such as hydrology (Macedo et al., 2023), post-harvest processes (Coradi & Lemes, 2018), agricultural machinery (Dambroz et al., 2025), energy in agriculture (Wissmann et al., 2025), and remote sensing (Cunha & Sirqueira Neto, 2017).

In agricultural engineering programs, the subjects are typically taught through standard classroom lectures and field classes. In field classes focused on mechanized no-till planting, the methodology usually follows experiments validated through research. Thus, activities may involve furrow-opening mechanisms (Santos et al., 2023), seeding speed (Mota & Lima, 2025), and plant spacing and stand (Olomitutu et al., 2024). In general, these topics are covered beforehand in regular classroom sessions. In the classroom, instructors typically use an expository, discussion-based approach supported by projected images and videos. However, these standard classes can also incorporate active learning methodologies. To this end, scaled prototypes can be incorporated alongside traditional classroom materials and used as didactic workbenches.

In undergraduate agricultural engineering programs, row-crop planters are studied in depth from various perspectives, including their operation in sequential stages; performance and quality analysis; mechanical components and assemblies; adjustment and maintenance of mechanical systems; operational planning (capacity, demand, and work rate); and the mechanical design of the equipment and mechanization costs. Given this scenario, this study aimed to develop a seed-metering device for educational purposes, a workbench designed to simulate the mechanisms of a row-crop planter.

MATERIAL AND METHODS

The seed-metering workbench was developed in the machine prototype laboratory at the Federal University of Paraná, located at 23° 36’ 10” S, 51° 38’ 34” W, at an altitude of 793 m above sea level, in Jandaia do Sul, Paraná state, Brazil. The device design included two stages: layout sketches and component design. First, sketches were drawn by freehand on paper, after which a layout was created in AutoCad to assist with initial visualization (Figure 1).

Figure 1
Layout drawn for the seed-metering workbench

Ease of printing, cleaning, and maintenance were considered in the seed-metering design. The disk was draw with a 180 mm diameter. Above it, the reservoir was designed with a height of 153 mm. All measurements were compatible with 3D printing (Creality, CR10 V3 model, Shenzhen, China). The device also included a disk base, locks (quick couplings), a brush for cleaning seed and graphite residues on the upper end of the disk, and a brush housing to help protect the seed-ejection device. The disk was designed to meter between 8 and 16 seeds m^-1.

The seed-metering device was driven by a direct-current electric motor (TEK 8 model, São Paulo, Brazil), which has an electrical voltage of 12 V, a maximum direct current of 4 A, and a nominal rotation of 90 revolutions per minute (Figure 2A). This electric motor was controlled by a pulse-width modulation (PWM) signal range (0 to 100%). The signal frequency was set on the digital panel (Figure 2B). The controlled rotation was transmitted to the disk and retransmitted to the pulley driving the belt.

Figure 2
Electric motor attached to the seed-metering device. Gear motor (A), digital panel (B), and power supply for outlet connection (C)

The gear ratio was set primarily considering the motor rotation (input) divided by the disk output rotation. For example, when the gear motor speed was 29.45 rev min^-1, the disk was synchronized to supply a linear distribution of 12 soybean seeds per meter on the bench belt, under a movement speed of 6.5 km h^-1, which is equivalent to values used for seed placement in no-till row-crop planters. Under such conditions, the final seed population (Eq. 1 according to Sattler, 2000) will be approximately 250,000.0 seed ha^-1. Considering this scenario, the disk was designed with 44 orifices. Disk rotation was determined using Eq. 2:

(1) $${\mathrm{P}}_{\mathrm{x}}=\frac{\left({\mathrm{P}}_{\mathrm{xe}}\right)}{(\mathrm{\%}\mathrm{G})\times (\mathrm{\%}\mathrm{E})\times (\mathrm{\%}\mathrm{D})\times (\mathrm{\%}\mathrm{S})\times (\mathrm{\%}\mathrm{P})}$$

P_x - final seed population (seed ha^-1);

P_xe - expected plant population (plant ha^-1);

%G - germination index (~95%);

%E - alveolar disk filling index (~97%);

%D - slippage index (~97%);

%S - plant survival index (~98%); and,

%P - purity index (~99%).

(2) $${\mathrm{N}}_{\text{disk}}=\frac{\left({\mathrm{P}}_{\mathrm{x}}\right)\times (\mathrm{r})\times (\mathrm{s})\times 60}{10000\times \mathrm{O}}$$

N_disk - disk speed (rev min^-1);

r - row spacing (m);

s - speed (m s^-1); and,

O - number of orifices in the disk (seed rev^-1).

After the parts were designed using Inventor software (Autodesk, Inventor Professional 2024, San Rafael, United States), the file was converted to STL format, an extension file applied in slice software, before the 3D components were printed. Ultimaker Cura (Ultimaker Cura 2024, Utrecht, Netherlands) was used to configure the printing parameters, such as infill setup (amount and type), bed adhesion, support setup, and printing overhangs. After the main setup configuration was completed, the file was saved in G-code format, an extension read by the 3D printer. The 3D printer was a Creality CR10 V3, with a print volume of 300 × 300 × 400 mm. Some aspects were verified before printing, including bed leveling, nozzle cleaning, the amount of filament on the spool, and nozzle and bed temperatures. The filament was PLA (polylactic acid, a thermoplastic polymer). The nozzle temperature was maintained at 200 °C, and the bed temperature was set to 50 °C.

The seed meter was assembled on a wooden board (medium-density fiberboard, 6 mm thick), which was cut using a laser cutting machine (Jinan Maidun CNC Equipment, Model Cl - 1290, Shandong, China), following the cutting plan designed in AutoCAD (Autodesk, AutoCAD 2024, San Rafael, United States). The metering device was mounted using two wooden boards, an upper and a lower base. The upper base was used to assemble the digital controller, the mechanical dispenser, and the direct-current electric motor. Meanwhile, the lower base was used to support the seed belt and the gear transmission.

The seed meter required 3.55 kg of filament, which represented R$ 350.00 (60.3 USD) in material cost. Printing used 1190 m of filament and required 25 days. Two threaded rods (¹/₄ and ¹/₂), each 1.0 meter in length, were purchased for R$ 26.00 (4.5 USD). Bolts, nuts, and washers totaled R$ 45.00 (7.8 USD), and twelve bearings were purchased for R$ 135.00 (23.3 USD). Two types of fabrics were used as the seed conveyor belt: lycra and velvet, both of which cost R$ 17.00 (2.9 USD). The electric motor set (gear motor, power supply, and controller) was the most expensive component (R$ 400.00 or 69.0 USD), as shown in Table 1:

Table 1
Main materials used to construct the seed meter

Material	Description	Cost (R$)	Cost (USD)*
Electric motor set	1 kit	400.0	69.0
PLA filament	3.55 kg	350.0	60.3
Two threaded rods	¼-inch bar ½-inch bar	26.0	4.5
Bolts	77 units
Nuts	103 units	45.0	7.8
Washers	117 units
Bearings	12 units	135.0	23.3
Quick connector	4 units	45.0	7.8
Medium density fiberboard (MDF)	1 unit (1000 × 900 × 6 mm)	80.0	13.8
Bottom part of the belt (lycra)	1 unit (600 × 60 mm)	7.0	1.2
Top part of the belt (velvet)	1 unit (1600 × 60 mm)	10.0	1.7
Total cost: R$ 1098.0 (189.4 USD)

• ^*
  Exchange rate was 1.00 USD = 5.80 BRL as quoted on February 27^th, 2025

All materials (screws, nuts, threaded rods, bearings) used to construct the seed-metering device are readily available on the market, widely used in engineering, and low cost. This principle also applies to the actuator mechanism, which employed a gear motor found in the power-window systems of vehicles. PLA filament, the primary material for the bench components, accounted for approximately 35% of the total cost (Table 1).

However, the components could also have been printed using other materials, including PETG (Polyethylene Terephthalate Glycol-Modified), ABS (Acrylonitrile Butadiene Styrene), or ASA (Acrylonitrile Styrene Acrylate) (Sedlak et al., 2023). Currently, 3D printers are widely available in prototyping laboratories (universities and industries). 3D printing could be understood as an essential tool for education purposes in science, technology, engineering, and mathematics (Khurma et al., 2023; Thyssen & Meier, 2023; Kefalis et al., 2024). All these characteristics facilitate implementing the bench as an educational and demonstrative teaching tool.

Essentially, the variation of seed distribution on the seed belt was analyzed by statistical control charts. Control charts establish limits, such as the upper control line (UCL, Eq. 3), the lower control line (LCL, Eq. 4), and the central line (CL, Eq. 5). These limits were based on standard deviation (S), sample mean (), and a constant factor (A₃). Constant factor A3 was defined considering the number of samples, according to the statistical quality control methodology of Montgomery (2012).

(3) $$\mathrm{UCL}=\bar{\mathrm{x}}+{\mathrm{A}}_3\ast \mathrm{S}$$

(4) $$\mathrm{LCL}=\bar{\mathrm{x}}-{\mathrm{A}}_3\ast \mathrm{S}$$

(5) $$\mathrm{CL}=\bar{\mathrm{x}}$$

The evaluation consisted of 20 samples, following the statistical quality control guidelines of Montgomery (2012). Each sample value represented the average distance between four soybean seeds distributed on the belt. The mechanism was stopped between each test to measure seed spacing using a measuring tape. Additionally, the soybean metering disk was gradually increased in speed to observe the dosage rate (seeds s^-1) and the number of seeds distributed per meter on the conveyor belt. The disk was set to the following speeds: 3.4, 4.9, 6.4, 7.9, 9.4, 10.9, and 12.4 rev min^-1. In this evaluation, soybean seeds were collected in a reservoir while a stopwatch was used to record time, from which the dosage rate (seeds s^-1) was obtained. The linear speed of the conveyor belt (m s^-1) was measured using a digital tachometer (Minipa, Model MDT-2238B, São Paulo, Brazil). All these evaluations helped characterize the workbench and demonstrate its operational possibilities as a didactic tool.

RESULTS AND DISCUSSION

The workbench (Figure 3A) was assembled in a way that allowed the materials to be easily viewed (DC motor, reservoir, gears, belt, disk, and seeds). The expanded view of the seed-metering device provides a detailed depiction of the components designed for the workbench, arranged in a sequence that makes it easier to understand the assembly (Figure 3B). This project can be used as an educational kit in subjects such as machine elements, computer-aided design, machine design, and agricultural machinery and implements. It represents a practical application of the agricultural engineering curriculum, including the study of power-transmission relationships, specification of machine components (gears, screws, bearings, motor), design of agricultural machine components (e.g., the seed-metering disk), as well as the adjustments, maintenance, and fine-tuning required for proper machine operation.

Figure 3
Virtual design of the seed-metering workbench, isometric view (A), expanded view (B), metering disk in detail (C), and assembled workbench (D)

The soybean-metering disk (Figure 3C) was designed with a 160 mm outer diameter and 44 orifices, each with an 8 mm inner diameter. These dimensions are compatible with the 3D printer’s plate (300 × 300 mm). The printed disk is slightly smaller than a commercial soybean disk, which typically has more orifices (45, 64, and 90) and an outer diameter of 188.5 mm (Silva & Ribeiro, 2025). Printing at a reduced size decreases filament consumption and print time. However, it is important to emphasize that the disk’s working principle remains unchanged.

The bench measured 310 mm in width, 900 mm in length, and 500 mm in height. Its total weight was approximately 10 kgf (Figure 3D). The power supply consisted of a 12 V system connected to a 110 V outlet. These size, weight, and power characteristics make the bench a suitable instrument for a standard classroom. A didactic bench that fits within a classroom setting can provide students with an experience beyond mere visualization and lecturing. The metering device can serve as an active learning tool through experimentation, reflection, and interaction. It is as a didactic tool that can be effectively integrated into an Inquiry-Based Science Teaching (IBST) approach, as it engages students in hands-on experimentation and problem-solving activities (Kotsis, 2024).

In this context, students can experience the bench’s operation using different metering disks according to seed size. Additionally, they can interact with the bench’s operation by increasing or decreasing the motor activation speed. Reflection on experimentation and interaction occurs via analysis of the results. Students engaged in an active learning methodology develop analytical thinking and problem-solving skills related to the process (Hernández-de-Menéndez et al., 2019). The metering bench activity can be conducted in small groups (3 to 4 students) under teacher supervision. A collaborative activity can foster interpersonal relationships, peer interaction, self-confidence, and healthy competition among students (Rao et al., 2018).

An initial bench test can be carried out by varying the operating speed. A DC motor and a PWM controller allowed the metering disk speed to be adjusted without changing the gear transmission ratio. Adjusting the seeding rate by switching between different gear combinations is one of the challenges commonly reported during the operation of row-crop planters (Canova et al., 2007). When the metering disk was driven at different speeds (Figure 4A), the seeding rate varied proportionally (2.5 to 16 seeds s⁻¹) according to the disk’s rotational speed (3.4 to 12.4 rev min^-1). Modern planters with more advanced onboard technology also use a similar setup, a DC motor controlled by a PWM signal to regulate the seeding rate (Pareek et al., 2025).

Figure 4
Soybean metering disk at different speeds (A), mean soybean spacing at a belt speed of 0.3 m s⁻¹ (B), and soybean seeds dosed per linear meter at varying belt speeds (C)

Operational quality analysis helped to better understand device’s performance. Seed spacing and the number of seeds distributed along the belt were measured against quality control limits to assess variation in the test bench’s performance (Figure 4B). Results showed that 60% of the samples had average seed spacing within the established quality limits. Analysis of the descriptive statistics revealed a mean spacing of 9 cm, with a minimum of 4 cm and a maximum of 12 cm. An acceptable spacing should fall within a range that allows ± 50% deviation from the specified value (Mota & Lima, 2025). Spacing outside this limit can be classified as either misses (greater than 1.5 times) or multiple occurrences (less than 0.5 times) in soybean and corn fields (Karayel, 2009). Here, most of the results fell within an acceptable range based on the average spacing of 9 cm, with more critical deviations observed for distances greater than 13.5 cm (1.5 times) or less than 4.5 cm (0.5 times).

Overall, the kinetic energy of seed ejection onto the moving belt made it challenging to maintain a constant distance between seeds. However, the overall regularity of seed placement was deemed acceptable for didactic purposes. The conveyor belt, designed into a V-shape using a soft fabric, played a crucial role in accommodating the seeds on the moving belt. Conveyor belts are commonly used in laboratory-scale seed-metering test benches, particularly when testing new components such as a grooved roller metering device (Balanian & Karparvarfard, 2020), a wheat (Triticum spp.) precision hill-seed metering device (Fang et al., 2024), and a seed conveying system (Li et al., 2024).

According to Figure 4B, the operating speed range (0.3 to 0.9 m s⁻¹) led to a decrease in seed distribution across the conveyor belt. Ideally, even with an increase in speed, the seed dosage per disk revolution should have remained constant since the drive speed was synchronized via the transmission ratio. At the conveyor belt speed range from 0.3 to 1.7 m s⁻¹, the dosage was 12 versus 10 seeds m^-1, respectively. This difference was attributed to dosage failures caused by the disk mechanism due to increased speed. This behavior has also been reported in other research studies of seed-metering devices evaluated at different speed levels (Liu et al., 2017; Ormond et al., 2018; Cortez et al., 2020). Seed movement inside the tube can be another common source of error in metering systems, as the seeds may strike the internal walls of the tube during their descent toward the ground. These collisions compromise distribution uniformity (Kocher et al., 2011; Karayel et al., 2022).

Overall, mechanized systems operate within an optimal range for performance and quality that is dependent on physical limits. For instance, little variation was observed in the number of seeds distributed at belt speeds between 0.9 and 1.7 m s⁻¹ (approximately 10 seeds m^-1) during bench operation. Moreover, row-crop planters achieve better quality results in no-till planting when operating at around 1.7 m s^-1 (Ferreira et al., 2019; Petrović et al., 2025). All of these results indicate that the metering workbench could serve as an educational tool for hands-on activities. Practical learning experiences are essential to arouse student curiosity and interest, allowing the discovery of new skills and competencies by means of interactive and participatory methods (Faria et al., 2020).

CONCLUSIONS

• 1. 3D printing was the primary manufacturing method used to construct the workbench. PLA filament accounted for 35% of the material costs. The cost of the electric motor set was also relevant (36.4%). Nonetheless, the material cost of R$ 1098.0 (189.4 USD) for manufacturing the seed-metering bench was considered affordable for educational purposes.

• 2. The results showed that 60% of the samples met the quality standards. Additionally, most samples remained within an acceptable deviation of ± 50% from the average spacing of 9 cm. Moreover, seeding rate varied proportionally (2.5 to 16 seeds s⁻¹) according to the disk rotational speed (3.4 to 12.4 rev min⁻¹).

• 3. The most uniform distribution was observed within a speed range of 0.9 to 1.7 m s⁻¹. These results demonstrate that the seed-metering device can serve as an educational tool capable of providing realistic simulations of field operations.

• 1
  Research developed at the Universidade Federal do Paraná, Jandaia do Sul, PR, Brazil.
• Financing statement:
  This work was supported by the National Research Council of Brazil (CNPq) through the scholarship awarded to the first author (Processes 171890/2023-0).
• Ref. 297268

Acknowledgments:

The authors thank Espaço da Escrita - Pró-Reitoria de Pesquisa - UNICAMP - for the language services provided

Data Availability Statement:

The data used in the search were made available publicly, and can be accessed through the link: https://ufprbr0-my.sharepoint.com/:f:/g/personal/marcelo_jose_ufpr_br/IgBoLl9faybtToE04Y3 CoMVzAbxQdiB4tHZuUv3eergJFU4?e=hPlqlG

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Edited by

• Editors:
  Antônio Gustavo de Luna Souto & Carlos Alberto Vieira de Azevedo

Publication Dates

• Publication in this collection
  03 Aug 2026
• Date of issue
  2026

History

• Received
  26 May 2025
• Accepted
  07 Apr 2026
• Published
  20 July 2026