Junior high students turn lessons into solar-powered car

The Radiance Academy's newly built electric charged solar car being tested. [Ben Ahenda, Standard]

It has not been easy to turn their theoretical lessons into practical action but at last it was achieved. The students knew it was just a matter of time before they achieved their long-desired dream.

They had not lost hope but patience, dedication and determination led their efforts to fruition, which was met with electric jubilation at the institution.

That's how the dream of students at Radiance Academy in Nakuru was achieved when they developed an electric-powered solar car through the efforts of their teachers, who are software development experts with advanced computer knowledge.

The electric car was fully made from locally assembled materials save for the motor, which was imported from China, according to Geoffrey Njogu, a software development expert who led the students to achieve this dream.

The car is designed to run on renewable energy in a project that incorporated modern technologies, including sensors, while promoting environmentally friendly solutions.

The car is fitted with sensors that monitor its motion and temperature, sending real-time feedback to the dashboard.

The car’s frame is constructed using iron bars of different sizes that are welded together to create a strong and stable structure.

For propulsion, the imported 48V DC motor from China serves as the car’s engine.

The power system consists of four 12V batteries connected in series to provide a total voltage of 48 V. The batteries can be recharged using either solar power or electricity from the mains supply. On a full charge, the car can drive for approximately three hours and cover a distance of about 20 km, depending on speed, terrain, load, and driving conditions.

They also incorporated locally available car and motorcycle parts, including the headlights, steering wheel, braking system, and tyres.

To enhance the car’s functionality, the students installed motion and temperature sensors connected to an Arduino Uno board and programmed the system to operate as intended.

The project has given the students valuable hands-on experience in automotive engineering, electronics, programming, welding, and the practical application of locally available resources to solve real-world problems.

The Radiance Academy's newly built electric charged solar car being tested. [Ben Ahenda, Standard]

Njogu, who is also the science teacher at the school, says the experience provides students with an opportunity to explore engineering concepts, apply their knowledge and understand how technology can be used to address real-world challenges.

And all students who had their contributions towards the success of the new machine are hoping to be future engineers in the fields of mechanical, electrical and computer engineering.

Fourteen-year-old Trevor Joseph is one of the students who was part of the project.

"I was tasked with fixing sensors and that’s what I did fairly well. I'm happy to be part of this success," he says, noting that he looks forward to becoming a mechanical engineer.

Jessy Mogendi, who disassembled and assembled the vehicle, said he is happy to have hands-on experience at the tender age.

The 14-year-old Grade 9 student said his ambition is to become a civil engineer.

"I have always hoped that one day I’ll become a qualified engineer after being inspired by my mother," he said.

Mogendi's mother, Beatrice Kuya, is a procurement officer with lots of knowledge regarding engineering as a business.

“Since I can’t coach him in programming, I support him in many ways by giving him time and access to a computer or phone for practice, encouraging free beginner resources and school coding or ICT clubs, and linking him with teachers, relatives or professionals in software who can guide him, which strengthens his understanding and communication,” said Kuya.

Precious Wambui Kagunda, who was part of the computerisation of the sensors, said she prefers technical jobs – which, hitherto, have been largely associated with men.

“As a result, I only need to be a computer programmer in my future endeavours,” said Kagunda.

Their main challenge in the building process was to ensure the car remains light.

“This was because more weight would make the car consume lots of energy; hence it could minimise its ability to move for a long distance,” said Mwangi.

Njogu says such projects demonstrate that technology is not just about writing code or building machines: it’s all about identifying everyday challenges and developing practical solutions that make a meaningful difference in people's lives.

“We are currently working on even more ambitious projects through the Computer Science and Robotics Club. Ours is to inspire students to think critically, experiment with new ideas and develop the confidence to become problem-solvers, engineers and innovators,” he said.

The teacher said Kenyan students have the potential to compete on the global stage when they are given the right opportunities, mentorship and access to practical learning experiences.

“And this goes in tandem with the Computer Based Curriculum (CBC),” he added.

He said introducing computer science, robotics, engineering and emerging technologies at an early age helps in nurturing a generation capable of developing solutions for Kenya and the world.

“We aim to help students move beyond theoretical learning and gain practical experience in science, technology, engineering and innovation,” says Njogu, who has worked in the United States for years in the same field.

He says technology can transform lives and therefore, he’s committed to helping young people realise their potential as the next generation of engineers, innovators and technology leaders.