
Chew on This! Measuring the Impact of Termites on Forest Wood
In this research study, scientists try to understand the impact of termites on forest wood decomposition in the Southern United States.
Chew on This! Measuring the Impact of Termites on Forest Wood
Meet the Scientists!

Michael Ulyshen
Entomologist

Joe Mulrooney
Entomologist

What Kind of Scientist Did This Research?
- Entomologist: This scientist studies insects.
Thinking About Science

Sometimes scientists test something in particular. Scientists use experiments that include experimental treatments. Experimental treatments are conditions that are created and organized by scientists. Scientists want to understand the results related to these conditions. Scientists may set up one or more experimental treatments. To better understand the results of experimental treatments, results are compared to other experimental treatments. The results are also compared to conditions with no experimental treatments, called a control.
In this research, for example, the scientists were interested in how much downed wood termites and other insects were consuming on the forest floor. Downed wood is the fallen wood, such as tree trunks and branches, on a forest floor.
The scientists had to do a comparison to determine how much downed wood termites consume. They compared wood that was available to termites and other insects with wood that was not available to, or protected from, termites and other insects. The wood that was available to the insects was the experimental treatment, and the wood that was not available was the control. The scientists used this control to compare the results of the experimental treatment in which wood was available to the termites and other insects.
Thinking About the Environment

Decomposition is the act or process of breaking up, usually by decaying or rotting. During decomposition, the resulting simpler form of matter becomes available for other organisms to use. The simpler form of matter is usually in the form of nutrients. Organisms need nutrients, which are substances that keep them alive.
Shortly after a living organism dies, it begins to decompose. Decomposition is an important part of every ecosystem. Decomposition is aided by other living organisms. Many of these organisms are not visible to the naked eye, such as bacteria. Some of these organisms, however, are visible without a microscope.
The scientists in this study were interested in learning about the role of termites in a forest ecosystem. When tree trunks and branches fall to the ground, they decompose and provide nutrients for other organisms (figure 1). Termites, beetles, and microbes break down the dead wood into simpler forms.

Scientists know a lot about how termites cause wood in homes and buildings to decompose and weaken. Scientists know little, however, about the role termites play in Southeastern United States forests. The scientists in this study wanted to learn more about the role termites play as forest decomposers.
Introduction
Wood-eating insects, which function as decomposers, are found wherever trees grow. In Earth’s warm temperate and tropical regions, termites are the most plentiful wood-eating insect (figure 2). Beetles also contribute to wood decomposition. Microbes, including bacteria and fungi, play a role in wood decomposition, too. This process is an important part of the carbon cycle (figure 3).

Figure 2. Termites, like all insects, are arthropods. Termites consume wood by breaking down cellulose and exposing wood to other decomposers.
USDA Forest Service photo by Mike Ulyshen.

Figure 3. This illustration shows the carbon cycle.
Forest wood decomposition is a part of the carbon cycle. Find where decomposition
occurs in the carbon cycle.
FIND Outdoors illustration by
Stephanie Pfeiffer.
In the Southeastern United States, subterranean termites are known to damage homes and other buildings (figures 4 and 5). Although this type of decomposition is unwanted by humans in their homes, wood decomposition is essential to the health of a forest ecosystem. Scientists know little about the role termites and other insects play in keeping forests healthy. The scientists in this study, therefore, wanted to learn how much termites contribute to forest decomposition, compared with beetles and other insects.

Figure 4. The Southeastern United States has a warm climate with a fair amount of rainfall.
FIND Outdoors map by Lindsay Gnann.

Figure 5. Termite damage can be a serious problem for homeowners whose homes are built with wood products.
Courtesy photo by Shela Mou.
What Are Subterranean Termites?
Subterranean termites, in existence for 55 million years, are social insects that live underground. Social insects live in family groups that are called colonies. In a colony, labor is divided by caste (figure 6). Termite castes are defined by the job done by each termite.

FIND Outdoors illustration by Stephanie Pfeiffer.
Workers are responsible for all of the labor in the colony. Workers care for young termites, build and repair the nest, locate food, and feed and groom the other termites. Workers are found in infested wood, as well as in the nest.
Soldiers defend the colony against ants and termites form other colonies. These termites have large jaws that they use to kill the colony’s enemies.
The primary reproductives include the colony’s king and queen. A queen can produce over 500 eggs every year. A king and queen have the longest life spans of any termites in the colony. They can live for 10 years or longer.
In the spring, winged termites emerge in large numbers from termite nests. These termites are secondary reproductives and are called swarmers. The swarmers leave the colony in search of a place to begin a new colony. The swarmers pair up and find a place in soft soil. Their wings break off, and they dig a small chamber in the soil. The swarmers crawl inside, seal up the chamber, and mate. These two termites become the new colony’s king and queen. From this point on, they will live underground. As the colony grows, different castes will be produced. Scientists estimate that mature colonies contain more than 60,000 workers.
Look again at figure 2. Which termite castes do you see in this photo?

Information adapted from Virginia Cooperative Extension.
For more information, visit http://pubs.ext.vt.edu/444/444-502/444-502.html.

Reflection Section
Methods
The scientists studied trees and termites in the Sam D. Hamilton Noxubee National Wildlife Refuge in Mississippi (figure 7).

FIND Outdoors map by Carey Burda.
The scientists selected 34 loblolly pine trees. The trees were cut down, and the tree trunks were cut into sections and disks (figure 8). Each tree section was 1-meter long (figure 9). All trees were chosen from the same 1-hectare area (figure 10).

Figure 8. A Lumbermate 2000™ band sawmill was used to cut some of the wood sections into disks.
USDA Forest Service photo by Terry Wagner.

Figure 9. Loblolly pine trees were cut into 1-meter sections.
USDA Forest Service photo by Terry Wagner

Figure 10. Sixteen tennis courts can fit into one acre of land.
FIND Outdoors illustration by Stephanie Pfeiffer.

Number Crunch
A total of 187 1-meter tree sections were cut. The tree sections were taken to another forest site in the Sam D. Hamilton Noxubee National Wildlife Refuge. The forest site was divided into equal-sized areas. The center of each area was separated from the center of the next area in all directions by 10 meters (figure 11).

FIND Outdoors illustration by Stephanie Pfeiffer.
Forty-seven of these areas were identified as places where the tree sections would be fully protected from termites and other insects, such as beetles. In these 47 areas, an area of soil 1 by 2 meters was treated with a pesticide that would kill or repel termites (figure 12).

USDA Forest Service photo by Terry Wagner.
A pesticide is a chemical that is used to kill animals or insects that damage plants or crops. Each of these 47 tree sections was also covered with mesh that kept out other insects (figure 13).

USDA Forest Service photo by Terry Wagner.
The combination of applying pesticide and covering the logs with mesh was expected to keep all insects from reaching the protected wood sections. The scientists compared the protected wood sections with the experimental treatments. See “Thinking About Science” for more information about why scientists do these comparisons.
The remaining 140 tree sections were placed directly on the forest floor in one of the remaining identified sections. These tree sections were not covered with mesh, and the soil was not treated with pesticide. Therefore, these wood sections were exposed to termites and other insects such as beetles.
After 1 month, 79 percent of the 140 unprotected tree sections had been infested with termites. The remaining 21 percent had experienced no termite infestation. The scientists decided to move these non-infested tree sections to areas where the soil was treated with pesticide. The pesticide kept any termites from entering the wood. The scientists did not cover these tree sections with mesh. Without a mesh covering, beetles and other insects could enter the wood from all directions except from the ground.
Number Crunch
Moving these non-infested tree sections to uncovered pesticide-treated areas enabled the scientists to start another comparison. The scientists were now able to compare the amount of termite wood consumption with the amount of consumption by other insect decomposers.
The scientists did not study 41 of the original 187 wood sections because of unexpected problems. For example, small beetles were able to move through the mesh that covered these sections. So, the scientists removed these 41 sections from the study. The scientists collected data from select wood sections every 4 months until the study was completed. You will see that the scientists completely used up each wood section as they collected data from it. The scientists randomly selected each wood section for data collection.
To collect data, the scientists cut each 1-meter wood section into disks by using a band sawmill (see figure 8). Then they weighed the disks. This weight was called the wet weight, since the disks contained water. All living trees contain water, and the water evaporates slowly from a dead tree over time. To completely dry out the disks, the scientists placed them in an oven for 2 days at 102 ºC. After drying out the disks, the scientists weighed them again. This weight was called the dry weight.
After the disks were dried, the scientists took digital images of each disks’s top and bottom. The areas that had insect damage were colored white (figure 14) using Photoshop® 7.0 (Adobe® Systems, San Jose, CA). Another software program was used to measure the amount of wood left and calculate the amount of damaged wood. The scientists also took digital images of damage caused by beetles in the partially protected wood sections (figure 15).

Figure 14. The cut disk (A) and the digitally enhanced disk (B) show the termite galleries. Galleries are the areas left open as the wood is consumed.
USDA Forest Service photo by Terry Wagner

Figure 15. A disk shows the galleries made by beetles from one of the partially protected wood sections.
USDA Forest Service photo by Terry Wagner.
Termites carry soil into the galleries they create when they consume wood. The scientists did not want to include the soil weight with the dry weight of the disks. Therefore, the scientists cleaned the soil out of the disks with small dental tools (figure 16) and an air compressor. After 32 months, the soil became harder to remove because so much of the wood was decomposing.

Courtesy photo by Babs McDonald
To address the challenge of measuring decomposing wood, the scientists completely burned each remaining disk using a propane gas burner (figure 17). After burning each disk, the scientists divided the soil from the wood ash and weighed the soil. Then, they subtracted the soil weight from the total dry weight of the disk. This process gave the scientists the dry weight of the disks that had been filled with soil from termite activity. The dry weight did not include the soil.

USDA Forest Service photo by Michael Ulyshen.
After taking these measurements, the scientists knew the wet weight, the dry weight, and the percent of termite and insect damage in each of the disks cut from the wood sections. Only the measurements taken within the first 44 months were used. After 44 months, the unprotected wood was too decomposed to be accurately measured.

Reflection Section
Findings
A greater amount of wood was consumed in the unprotected wood sections than in the partially protected wood sections. After 2 years, beetles and other insects had consumed about 1.9 percent of the partially protected wood. The unprotected sections, which termites were able to reach, lost an average of 11.4 percent of their wood (figure 18).

Illustration by Stephanie Pfeiffer.
Look at figure 18. Over time, termites consumed more wood than beetles or other insects. The amount of mass lost in the wood sections over time, however, was about equal for all three conditions (figure 19).

Illustrations by Stephanie Pfeiffer.

Reflection Section
Discussion
Although termites consumed more wood than beetles or other insects, the amount of mass lost was about equal for all three conditions. The scientists thought of a possible explanation for this finding. Termites tend to consume wood with less mass that is soft, light, and easy to consume. Termite consumption is easier to see than beetle or other insect consumption. However, termites may not be consuming more wood mass than these other organisms.
Scientists know that some pesticides contain carbon and nitrogen. Carbon and nitrogen can provide food for microbes, such as fungi and bacteria. Microbes are also a source of decomposition in downed wood. The pesticide application in the fully protected and partially protected conditions, therefore, may have increased microbial activity. If microbial activity was increased by the pesticide, the scientists’ efforts to determine how insects affect wood mass loss may have been less accurate.
Although much is known about the damage termites cause in homes and other wooden buildings, scientists know little about termites living in forests. This study was one of the first experiments measuring the contribution of termites to downed wood decomposition in the Southeastern United States.

Reflection Section

This article is a part of our “Time Warp” series. Every article in this series explores a research topic that has been under scientific investigation for a long time. Read more about termite research completed in 1978 in the spotlight for this article.
Article adapted from Ulyshen, M.D.; Wagner, T.L.; Mulrooney, J.E. 2014. Contrasting effects of insect exclusion on wood loss in a temperate forest. Ecosphere. 5(4):1-5. http://www.srs.fs.usda.gov/pubs/ja/2014/ja_2014_ulyshen_001.pdf

-
The question you will answer in this FACTivity is: How do forest termites contribute to the carbon cycle? Materials: Ruler Plastic knife 5 oz of Play-doh (optional) Scale (optional) Log...
FACTivity – Chew on This!
The question you will answer in this FACTivity is: How do forest termites contribute to the carbon cycle? Materials: Ruler Plastic knife 5 oz of Play-doh (optional) Scale (optional) Log... -
After reading “Chew on This,” test your knowledge with an eyeChallenge. Explain what each of these images from the article represents.
eyeChallenge – Chew on This!
After reading “Chew on This,” test your knowledge with an eyeChallenge. Explain what each of these images from the article represents. -
For each pair of words, identify whether the pair are antonyms or synonyms by writing an “A” or “S” beside the pair.
Synonym and Antonym Challenge – Chew on This!
For each pair of words, identify whether the pair are antonyms or synonyms by writing an “A” or “S” beside the pair.
-
In 1908, the Forest Service established a system of experimental forests and ranges (EFRs) to be set aside for environmental research. More than 100 years later, 80 of these areas...
Spotlight – Harrison Experimental Forest
In 1908, the Forest Service established a system of experimental forests and ranges (EFRs) to be set aside for environmental research. More than 100 years later, 80 of these areas...
Glossary
View All Glossaryaccumulate
(ə kyü m(y)e lāt): To gather or pile up little by little; to increase in quantity, number, or amount.
air compressor
(er kəm pre sər): A device that converts power (such as electrical or diesel power) into another form of energy using compressed (or pressurized) air. Automobile tires, for example, are filled using an air compressor.
caste
(kast): A specialized form (such as the worker of an ant or bee) of a social insect that carries out a particular function in the colony.
cellulose
(sel yə lōs): A complex carbohydrate that is the chief part of the cell walls of plants and is commonly obtained as a white stringy substance from vegetable matter (such as wood or cotton) which is used in making various products (such as rayon and paper).
consume
(kən süm): (1) To use up or spend; (2) to eat or drink up.
control
(kǝn trōl): A variable factor that has been kept constant and which is used as a standard of comparison to the experimental component in a controlled experiment.
hypothetical
(hī pə the ti kəl): (1) Imagined as an example for further thought; (2) assumed.
infest
(in fest): To spread or swarm in or over in a troublesome manner.
infestation
(in fǝ stā shǝn): The presence of organisms that spread or swarm in or over an area in a troublesome manner.
longitudinal
(län jə tüd nəl): Involving the repeated observation of a set of subjects over time with respect to one or more study variables.
mass
(mas): The amount of matter in an object. On a different planet, for example, an object’s weight will change, but its mass will be the same.
mature
(mǝ chu̇r ): Having completed natural growth and development.
microbe
(mī krōb): An organism (such as a bacterium) of microscopic or less than microscopic size; a germ.
microbial
(mī krō bē əl): Of, involving, caused by, or being microbes.
organism
(ȯr gǝ ni zǝm): An individual living thing that carries on the activities of life by means of organs which have separate functions but are dependent on each other: a living person, plant, or animal.
prescribed fire
(pri skrībd fī ǝr): The controlled use of fire under specific weather conditions to restore health to an ecosystem that depends on fire; also known as a prescribed burn or controlled burn.
randomly
(ran dǝm lē): So that each possibility has a definite and especially an equal probability of occurring.
remote
(ri mōt): (1) Far removed in place, time, or relation; (2) secluded.
subterranean
(səb tə rā nē ən): Located or living under the surface of the ground.
temperate
(təm p(ə)rət): Having or associated with a climate that is usually mild without extremely cold or extremely hot temperatures.
tropical
(trä pi kǝl): Of, relating to, occurring in, or used in the tropics, which is the area between two parallels of the earth’s latitude that are approximately 23½ degrees north of the equator and approximately 23½ degrees south of the equator.
-
Michael Ulyshen
Entomologist
My favorite science experience was collecting insects in French Guiana while I was in graduate school. French Guiana is a small South American country to the north of Brazil. To...View Profile -
Joe Mulrooney
Entomologist
My favorite science experience was working with subterranean termites that have a complex social system. They are important contributors to the forest ecosystem as well as being pests to home...View Profile
Note To Educators
The Forest Service's Mission
The Forest Service’s mission is to sustain the health, diversity, and productivity of the Nation’s forests and grasslands to meet the needs of present and future generations. For more than 100 years, our motto has been “caring for the land and serving people.” The Forest Service, an agency of the U.S. Department of Agriculture (USDA), recognizes its responsibility to be engaged in efforts to connect youth to nature and to promote the development of science-based conservation education programs and materials nationwide.

What Is the Natural Inquirer?
Natural Inquirer is a science education resource journal to be used by students in grade 6 and up. Natural Inquirer contains articles describing environmental and natural resource research conducted by Forest Service scientists and their cooperators. These scientific journal articles have been reformatted to meet the needs of middle school students. The articles are easy to understand, are aesthetically pleasing to the eye, contain glossaries, and include hands-on activities. The goal of Natural Inquirer is to stimulate critical reading and thinking about scientific inquiry and investigation while teaching about ecology, the natural environment, and natural resources.

-
Meet the Scientists
Introduces students to the scientists who did the research. This section may be used in a discussion about careers in science.
-
What Kinds of Scientist Did This Research?
Introduces students to the scientific disciplines of the scientists who conducted the research.
-
Thinking About Science
Introduces something new about the scientific process, such as a scientific habit of mind or procedures used in scientific studies.
-
Thinking About the Environment
Introduces the environmental topic being addressed in the research.
-
Introduction
Introduces the problem or question that the research addresses.
-
Method
Describes the method the scientists used to collect and analyze their data.
-
Findings & Discussion
Describes the results of the analysis. Addresses the findings and places them into the context of the original problem or question.
-
Reflection Section
Presents questions aimed at stimulating critical thinking about what has been read or predicting what might be presented in the next section. These questions are placed at the end of each of the main article sections.
-
Number Crunches
Presents an easy math problem related to the research.
-
Glossary
Defines potentially new scientific or other terms to students. The first occurrence of a glossary word is bold in the text.
-
Citation
Gives the original article citation with an internet link to the original article.
-
FACTivity
Presents a hands-on activity that emphasizes something presented in the article.
Science Education Standards
You will find a listing of education standards which are addressed by each article at the back of each publication and on our website.
We Welcome Feedback
-
Contact
Jessica Nickelsen
Director, Natural Inquirer program -
Email
Lessons
-
In this lesson plan, students will read a Natural Inquirer or Investi-gator article and use the “Double Entry Graphic Organizer” to organize the most important thoughts regarding the topic.
Lesson Plan – Quotes and Responses
In this lesson plan, students will read a Natural Inquirer or Investi-gator article and use the “Double Entry Graphic Organizer” to organize the most important thoughts regarding the topic.
Education Files
Project Learning Tree
If you are a trained Project Learning Tree educator, you may use “Trees as Habitats,” “The Fallen Log,” “Nature’s Recyclers,” “Teepee Talk,” or “Paper Civilizations” as additional resources.
Additional Resources
-
The University of Michigan: Biokids: Isoptera
Visit WebsiteExplore this encyclopedia entry about termites.
-
Wisconsin Department of Natural Resources: Nature's Recyclers Activity Guide
Visit WebsiteThis activity guide book will help you teach about natural
recycling, cycles in nature, and the important role people play
in recycling. The activities are organized by categories: Outdoor
Activities; Indoor Activities; Longer Projects for Classroom, Home,
or Residential Camp; and Ideas for Exhibits. Activities are designed for children ages 5 and up. -
U.S. Environmental Protection Agency: Termites: How to Identify and Control Them
Visit WebsiteEvery year termites cause billions of dollars in structural damage, and property owners spend over two billion dollars to treat them. This fact sheet focuses on how you, as a consumer, can identify and help protect your property from termites through effective prevention measures and appropriate use of termite treatments.