Pumped storage hydropower (PSH) is a type of hydropower system that uses two reservoirs at different elevations to store and generate electricity. During periods of low electricity demand or excess power generation, the surplus electricity is used to pump water from the lower reservoir to the upper reservoir, effectively storing energy in the form of potential energy.

To better understand and analyze the performance of a pumped storage hydropower system, a Project-Based Learning (PBL) approach combined with simulation in Excel is introduced in a senior level fluid mechanics course. This educational method involves hands-on learning, teamwork, and problem-solving to enhance students' understanding and practical skills.

The students are asked to develop a simulation in Excel to model the operation of a pumped storage hydropower plant. The Excel file can incorporate various parameters, such as reservoir capacities, water flow rates, turbine efficiencies, and generator efficiencies. By adjusting these parameters and running the simulation, students can observe the dynamic behavior of the system, including energy storage, electricity generation, and the impact of different operational scenarios.

Through PBL and their own Excel simulation, students can:

- Understand the principles of pumped storage hydropower and its role in grid stability.

- Analyze the factors affecting the efficiency and performance of the system.

- Identify the optimal operation strategies to maximize energy storage and electricity generation.

- Evaluate the economic and environmental aspects of the pumped storage plant.

- Collaborate in teams to work on real-world engineering problems, enhancing their critical thinking and communication skills.

By actively engaging in this project, students can gain practical insights into the operation and design of pumped storage hydropower systems. Moreover, the use of Excel as a simulation tool allows for easy visualization and manipulation of data, enabling students to perform sensitivity analyses and explore different scenarios effectively. This comprehensive learning approach prepares students to address real challenges in the field of renewable energy and sustainable power generation.

Project Implementation:

1. The project is introduced during the Series Pipeline Systems learning module, which takes place around midterms. Students are given the project description, outlined in the Appendix Assignment #4 file. This assessment is worth 100 points, with 25 points designated for a peer-to-peer evaluation of all classmates' projects. 

2. Once the projects are collected, the instructor upload them anonymously to the Blackboard platform. Each student is then assigned the responsibility of evaluating the content and usability of the simulators in all the posted projects, excluding their own. They are also required to provide constructive feedback on at least three ways each project can be improved. To facilitate the evaluation process, the instructor provides a grading sheet that outlines the review criteria for the assessment.

3. After receiving all the peer evaluations, the instructor compiles the comments for each project and posts them on Blackboard, providing an opportunity for further improvement based on the feedback received.

4. Additionally, the students are asked to perform a self-evaluation of their individual contributions to the team's project and to assess the contributions of their fellow team members; an evaluation form specifically designed for this purpose is provided by the faculty. Participation in this self-assessment exercise is optional, and it serves as an opportunity for extra credit. While students are encouraged to take part, it is not mandatory.