All Lakes Are Temporary
… for a very good reason.
I read an interesting article in the DeseretNews about Lake Powell — the impoundment behind the Glen Canyon dam on the Colorado River. The dam is in Arizona, but most of the reservoir is in Utah. (As an aside: this area, and the dam in particular, is the overarching target in the novel The Monkey Wrench Gang; written by Edward Abbey and published in 1975. If you are interested in the roots of eco-terrorism, this fictional account may be worth a bit of your time.)
Anyway, the basis of the DeseretNews article is that increased sedimentation —exposed by dropping water levels during the recent drought cycle — is filling the impoundment with sand, silt, and mud, and reducing the amount of storage capacity behind the dam. This in turn imperils the water supply to the southwestern states, as well as Mexico.
From where I sit — and despite all the OMG and WTF comments — this infilling is absolutely to be expected. Indeed, and as the title of this post suggests, it is essentially guaranteed. So, why is this happening?
In order to understand the hydrodynamics of the system, we need to look at some math for a bit. Sorry, but I promise to keep it simple enough for all of us — especially me — to understand. (Important note: most of this post’s graphics and images are from my G102 course on streams and fluid dynamics, where I attempt to explain this to a room full of mathophobes.)
We all love fractions, which is a real good thing since the damn things crop up all over the place. Look, here’s one now…
Fractions are easy, and they are all the same in one important way: there is a number above the line (called the numerator) and a second number below (the denominator). The value of the fraction is calculated by dividing the numerator by the denominator, which also ends up giving us what is called the “decimal equivalent.” In the example above, the fraction ½ has a decimal equivalent of 0.5 after doing the division.
Fiddling with the relationship between the numerator and denominator changes the value of the fraction, and in a predictable way. Fortunately, it’s much simpler than it should be: make the numerator larger relative to the denominator, and the value of the fraction increases. Make the denominator larger and the value of the fraction is reduced. It works this way with all fractions.
I also love three-variable equations, mostly because they can also be fractions, and as such follow the same rules regarding the relationship between the value above the line relative to the variable below. These marvels of math and science are used to define many relationships — we already discussed the three-variable formula that describes density in an earlier post (cleverly titled The Magic of Density).
(As an aside: all three-variable equations can be expressed to solve for any of the values. Sure, D=m/V, but solve for volume and V=m/D. Solve for mass, and m=DV.)
So yeah, three-variable equations are just fractions and are therefore really easy, and the good news is that there are a trio of them which, when taken together, define the reality of stream dynamics and sediment transport (and get us most of the way to understanding why Lake Powell is filling with sediment).
The first of them is Sir Isaac Newton’s 2nd Law of Motion, which puts in mathematical form his 1st Law of Motion. The long-winded version of his 1st Law may sound complex (look it up if you don’t believe me), but it’s really simple: if you want to move something (like a pebble in the Colorado River), you need to apply a force to it (like is available from the water flowing over the stream bed).
This is something we already understand, and — even better — Newton’s a=f/m formula works just like all fractions: with the same quantity of flow (and therefore the same amount of force), a smaller rock (the mass value below the line) will move, but a larger boulder with a greater mass will not. We live this concept everywhere in our lives, and it is so obvious we don’t usually appreciate how it follows the rules of fractions.
The second equation relates to how the velocity of the water is affected by two things: how much water there is (the Quantity of water), and how large is the opening it’s moving through (called the cross-sectional Area).
This is why you stick your thumb over the end of the hose when you want to wash dirt off your driveway. Most of us think this increases the pressure (I know I used to, but you’re probably smarter than me), but it doesn’t — the pressure is fixed by the water department (or the pressure tank in your well). All your thumb does is reduce the cross-sectional area (the value below the line in the equation), thereby increasing the velocity. Don’t you just love how math always works like it’s supposed to?
One more equation, and we’re done.
Any discussion of sediment transfer by moving water is very much tied up with the reality of kinetic energy. The short version: kinetic energy is the force an object has simply because it is in motion, and the amount of energy is based upon two things: how much mass is involved, and how fast it’s going. This formula only has three variables, but the equation also has a constant (the ½ multiplier), and one of the values has an exponent (the V2), so it looks scarier than the others. Click here for a more detailed introduction to Ke from an earlier post.
Anyway, put all three equations together, and we can explain what controls the flow of sediment in any river or stream, including the Colorado. (One more aside: note that in the equations, the variable A is used in two of them: one is capitalized but the other is not. Why? It’s simple: they mean different things. In Newton’s equation the lower-case a is for acceleration, but in the formula for the shape of the channel, the upper-case A represents the cross-sectional area.)
Got all that?
So why is Lake Powell filling with sediment? Again it’s easy and is due to a rapid change in the shape of the channel. When the rampaging, sediment-choked Colorado River reaches the lake, the cross-section of the river’s channel (the value below the line) suddenly gets much greater, the velocity drops, the water essentially stops moving, and the force required to keep the dirt and rock being carried by the river is gone. The sediment drops to the bottom of the lake.
This abrupt increase in cross-sectional area and loss of velocity (and therefore energy) is also why a delta will build up at the mouth of a river when it reaches the ocean, and why alluvial fans form when a stream flows out of a narrow canyon into a wide desert basin.
In the case of a river flowing into an artificial lake, this loss of sediment also affects the erosional power of the flow beyond the dam. Carry a bag of potato chips home from the store, and then go back for two cases of your favorite beverage. It becomes obvious very quickly that the more weight you have to carry, the slower you go.
It works the same with moving water. Having been relieved of the added material it was carrying as it entered the lake, the river below the dam is now packing less mass and moves faster, resulting in additional energy to erode the valley and pick up more sediments. This may re-balance the flow vs. load relationship, but definitely has an impact on the topography downstream of the impoundment.
The sedimentation and filling of a lake can significantly impact the storage capacity of the reservoir behind the dam, and, given enough time, will completely fill the basin. The cross-sectional graph above is from Lake Meade, also along the Colorado but further downstream from Glen Canyon dam. Note the loss of capacity due to the sedimentation (as of 2001). The good news is that the rate of infilling has likely lessened of late — much of the sediment coming from the upper reaches of the river are now being caught by Lake Powell.
Unfortunately, there really isn’t much that can be done to fix this — it is, after all, controlled by the math (and you can’t argue with the way math works). The only viable option is to somehow dredge the sediments from the bottom of the lake, move them to below the dam, and put them back into the river.
Good luck with that (although it would somewhat restore the natural balance of the river).
So, a final question may be in order: Are dams good or bad? This is one of those posers that is impossible to answer with any degree of confidence. Sorry, but once again it is up to all of us to decide what works for our personal value system — do you prefer a natural flow, or the myriad benefits that proponents claim a dam can provide: flood control, water storage, hydroelectric power, and water skiing… to mention only a few — and then vote accordingly.
A little off-topic but your presentation of fractions and formulas related to force/energy stirred up a memory. I once asked you why more home runs result from fastballs than from any other pitch. It didn’t make sense in my mind because I was thinking the batter’s bat would have to overcome the increased speed of the fastball, reducing the force of his swing. Do you remember that little exchange—and your answer?
Sorry to say that I do not — much of the 80s (not to mention the 60s) is lost in the mist of faded memories. If asked that today, I would probably credit it to a combination of kinetic energy and Newton’s 3rd Law of Motion.
This post introduces his first two Laws, and they are actually pretty obvious and relatively easy to understand — I mean, after all, we see them all day every day in all aspects of our lives. I used to show a ten-minute clip from the film “True Lies” in class at the high school when trying to explain them to the kids. I used the high-action scene that starts with Arnold (on a horse) chasing the bad guy (on a motorcycle) through the streets and up the elevator, and ending when his horse refuses to jump off the roof, leaving Arnie clutching the reins and hanging off the edge of the building. If you have time, get the flick and watch this segment, and then ask yourself: who is the smartest of the characters (hint: it’s the horse). The kids loved the diversion, and most of them got the lesson.
But that mostly covered the first two laws. Newton’s 3rd Law — “For every action there is an equal and opposite reaction” — is a bit tougher, at least for me, to wrap my head around. The example I use in class goes somewhat like this:
Put a rocket on the launching pad, count down to zero, and push the button. Fire comes out of the bottom of the rocket and it (hopefully) rises into the air. My question for the class is “What is it pushing against”? Easy, right? It’s pushing against the ground. Five seconds later and fifty feet above the ground, and now what is it pushing against? Usually a bit of a pause before the kids all chime in with “It’s pushing against the air.” Ten seconds after launch and now a thousand feet up, what’s the rocket pushing against? A bit of a longer pause with some stammering thrown in before a couple brave students come back with “The atmosphere.” Still kinda/sorta makes sense, right?
So, here’s the big one. A day later and the rocket is in orbit. Fire up the engines again and head for the moon. Now what’s it pushing against? I could wait out the pause, but class doesn’t last that long. The short answer is “Nothing.” The rocket is now — indeed as it has always been — pushing against itself. Welcome to Newton’s 3rd Law of Motion! Probably a gross over-simplification, but it works.
In the case of the baseball, combine this with the conservation of kinetic energy (as dictated by the cleverly named “Law of Conservation of Energy”), and a baseball that’s going faster when meeting the bat will travel further.
Was this close to what I said earlier?
Keep in mind the question arose before you became an official teacher, so your answer was brief but effective in educating me. You used a ball bouncing off a wall as an example. A knuckleball or a curveball would not bounce off the wall nearly as far as a Nolan Ryan fastball. KaBoom! The visual was immediately crystal clear and settled the matter in my mind. And you must have mentioned Isaac’s 3rd law because as I was writing the original comment “Newton’s Third Law of Motion” just popped into my head. Ever the teacher, GeoMan.
So why does a ball bounce off the ground (or a bat)? As usual, science makes it simple enough that even I can understand: Drop a ball, and when it hits the ground the surface of the ball is compressed… but only for a moment. When it snaps back into its original shape, the rebound literally pushes the ball away from whatever it hit. Want a higher bounce (like with a superball)? Just make the ball out of a stiffer material (or get it moving faster to increase its kinetic energy, which will then be conserved and transferred into the rebound).
Works the same when trying to explain why a hammer will bounce off a nail (or a small sledge off of a core splitter). Also works with a rock hammer. I remember taking a helicopter in 1977 into the abandoned Judy Mine (chromium) along Peridotite Canyon in Northern California, where I found the hardest chunk of rock it’s ever been my pleasure to smack. The impact rang like a bell, and the rebound nearly hit me in the head.
Thanks for the memories…