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Excel for Statistics

Thomas J. Quirk
Meghan H. Quirk
Howard F. Horton

Excel 2016 for

Biological and Life
Sciences Statistics
A Guide to Solving Practical Problems
Excel for Statistics

Excel for Statistics is a series of textbooks that explain how to use Excel to solve
statistics problems in various fields of study. Professors, students, and practitioners
will find these books teach how to make Excel work best in their respective field.
Applications include any discipline that uses data and can benefit from the power
and simplicity of Excel. Books cover all the steps for running statistical analyses in
Excel 2016, Excel 2013, Excel 2010 and Excel 2007. The approach also teaches
critical statistics skills, making the books particularly applicable for statistics
courses taught outside of mathematics or statistics departments.

Series editor: Thomas J. Quirk

The following books are in this series:

T.J. Quirk, Excel 2016 for Engineering Statistics: A Guide to Solving Practical Problems, Excel
for Statistics. Springer International Publishing Switzerland 2016.
T.J. Quirk, Excel 2016 for Business Statistics: A Guide to Solving Practical Problems, Excel for
Statistics. Springer International Publishing Switzerland 2016.
T.J. Quirk, M. Quirk, H.F. Horton, Excel 2016 for Biological and Life Sciences Statistics: A Guide to
Solving Practical Problems, Excel for Statistics. Springer International Publishing 2016.
T.J. Quirk, M. Quirk, H.F. Horton, Excel 2016 for Physical Sciences Statistics: A Guide to Solving
Practical Problems, Excel for Statistics. Springer International Publishing 2016.
T.J. Quirk, E. Rhiney, Excel 2016 for Marketing Statistics: A Guide to Solving Practical Problems,
Excel for Statistics. Springer International Publishing Switzerland 2016.
T.J. Quirk, Excel 2016 for Educational and Psychological Statistics: A Guide to Solving Practical
Problems, Excel for Statistics. Springer International Publishing Switzerland 2016.
T.J. Quirk, Excel 2016 for Social Science Statistics: A Guide to Solving Practical Problems, Excel
for Statistics. Springer International Publishing Switzerland 2016.
T.J. Quirk, S. Cummings, Excel 2016 for Health Services Management Statistics: A Guide to Solving
Practical Problems. Excel for Statistics. Springer International Publishing Switzerland 2016.
T.J. Quirk, J. Palmer-Schuyler, Excel 2016 for Human Resource Management Statistics: A Guide to
Solving Practical Problems, Excel for Statistics. Springer International Publishing Switzerland 2016.
T.J. Quirk, M. Quirk, H.F. Horton, Excel 2016 for Environmental Sciences Statistics: A Guide to
Solving Practical Problems, Excel for Statistics. Springer International Publishing Switzerland 2016.
T.J. Quirk, J. Palmer-Schuyler, Excel 2013 for Human Resource Management Statistics: A Guide to
Solving Practical Problems, Excel for Statistics. Springer International Publishing Switzerland 2016.
T.J. Quirk, S. Cummings, Excel 2013 for Health Services Management Statistics: A Guide to Solving
Practical Problems. Excel for Statistics. Springer International Publishing Switzerland 2016.
T.J. Quirk, M. Quirk, H.F. Horton, Excel 2013 for Physical Sciences Statistics: A Guide to Solving
Practical Problems. Excel for Statistics. Springer International Publishing Switzerland 2016.
T.J. Quirk. Excel 2013 for Educational and Psychological Statistics: A Guide to Solving Practical
Problems, Excel for Statistics. Springer International Publishing Switzerland 2015.
T.J. Quirk, M. Quirk, H.F. Horton, Excel 2013 for Biological and Life Sciences Statistics: A Guide to
Solving Practical Problems, Excel for Statistics. Springer International Publishing 2015.
T.J. Quirk, Excel 2013 for Social Science Statistics: A Guide to Solving Practical Problems, Excel
for Statistics. Springer International Publishing Switzerland 2015.
T.J. Quirk, Excel 2013 for Business Statistics: A Guide to Solving Practical Problems, Excel for
Statistics. Springer International Publishing Switzerland 2015.
T.J. Quirk. Excel 2013 for Engineering Statistics: A Guide to Solving Practical Problems, Excel
for Statistics. Springer International Publishing Switzerland 2015.
T.J. Quirk, M. Quirk, H.F. Horton, Excel 2013 for Environmental Sciences Statistics: A Guide to
Solving Practical Problems, Excel for Statistics. Springer International Publishing Switzerland 2015.
Additional Statistics books by Dr. Tom Quirk that have been published by Springer
T.J. Quirk, Excel 2010 for Engineering Statistics: A Guide to Solving Practical Problems. Springer
International Publishing Switzerland 2014.
T.J. Quirk, S. Cummings, Excel 2010 for Health Services Management Statistics: A Guide to
Solving Practical Problems. Springer International Publishing Switzerland 2014.
T.J. Quirk, M. Quirk, H. Horton, Excel 2010 for Physical Sciences Statistics: A Guide to Solving
Practical Problems. Springer International Publishing Switzerland 2013.
T.J. Quirk, M. Quirk, H.F. Horton, Excel 2010 for Biological and Life Sciences Statistics: A Guide
to Solving Practical Problems. Springer Science+Business Media New York 2013.
T.J. Quirk, M. Quirk, H.F. Horton, Excel 2007 for Biological and Life Sciences Statistics: A Guide
to Solving Practical Problems. Springer Science+Business Media New York 2013.
T.J. Quirk, Excel 2010 for Social Science Statistics: A Guide to Solving Practical Problems.
Springer Science+Business Media New York 2012.
T.J. Quirk, Excel 2010 for Educational and Psychological Statistics: A Guide to Solving Practical
Problems. Springer Science+Business Media New York 2012.
T.J. Quirk, Excel 2007 for Business Statistics: A Guide to Solving Practical Problems. Springer
Science+Business Media New York 2012.
T.J. Quirk, Excel 2007 for Social Science Statistics: A Guide to Solving Practical Problems.
Springer Science+Business Media New York 2012.
T.J. Quirk, Excel 2007 for Educational and Psychological Statistics: A Guide to Solving Practical
Problems. Springer Science+Business Media New York 2012.
T.J. Quirk, Excel 2010 for Business Statistics: A Guide to Solving Practical Problems. Springer
Science+Business Media 2011.

More information about this series at http://www.springer.com/series/13491

Thomas J. Quirk • Meghan H. Quirk
Howard F. Horton

Excel 2016 for Biological

and Life Sciences Statistics
A Guide to Solving Practical Problems
Thomas J. Quirk Meghan H. Quirk
Webster University Bailey, CO, USA
St. Louis, MO, USA

Howard F. Horton
Bailey, CO, USA

Excel for Statistics

ISBN 978-3-319-39488-6 ISBN 978-3-319-39489-3 (eBook)
DOI 10.1007/978-3-319-39489-3

Library of Congress Control Number: 2016941175

© Springer International Publishing Switzerland 2016

This work is subject to copyright. All rights are reserved by the Publisher, whether the whole or part of
the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations,
recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission
or information storage and retrieval, electronic adaptation, computer software, or by similar or
dissimilar methodology now known or hereafter developed.
The use of general descriptive names, registered names, trademarks, service marks, etc. in this
publication does not imply, even in the absence of a specific statement, that such names are exempt
from the relevant protective laws and regulations and therefore free for general use.
The publisher, the authors and the editors are safe to assume that the advice and information in this
book are believed to be true and accurate at the date of publication. Neither the publisher nor the
authors or the editors give a warranty, express or implied, with respect to the material contained
herein or for any errors or omissions that may have been made.

Printed on acid-free paper

This Springer imprint is published by Springer Nature

The registered company is Springer International Publishing AG Switzerland
This book is dedicated to the more than 3,000
students I have taught at Webster University’s
campuses in St. Louis, London, and Vienna;
the students at Principia College in Elsah,
Illinois; and the students at the Cooperative
State University of Baden-Wuerttemberg in
Heidenheim, Germany. These students taught
me a great deal about the art of teaching.
I salute them all, and I thank them for
helping me to become a better teacher.
Thomas J. Quirk
We dedicate this book to all the newly
inspired students emerging into the ranks
of the various fields of science.
Meghan H. Quirk and Howard F. Horton
Preface

Excel 2016 for Biological and Life Sciences Statistics: A Guide to Solving Practical
Problems is intended for anyone looking to learn the basics of applying Excel’s
powerful statistical tools to their science courses or work activities. If understand-
ing statistics isn’t your strongest suit, if you are not especially mathematically
inclined, or if you are wary of computers, then this is the right book for you.
Here you’ll learn how to use key statistical tests using Excel without being
overpowered by the underlying statistical theory. This book clearly and methodi-
cally shows and explains how to create and use these statistical tests to solve
practical problems in the biological and life sciences.
Excel is an easily available computer program for students, instructors, and
managers. It is also an effective teaching and learning tool for quantitative analyses
in science courses. The powerful numerical computational ability and the graphical
functions available in Excel make learning statistics much easier than in years past.
However, this is the first book to show Excel’s capabilities to more effectively
teach science statistics; it also focuses exclusively on this topic in an effort to
render the subject matter not only applicable and practical but also easy to com-
prehend and apply.
Unique features of this book:
• This book is appropriate for use in any course in biological or life sciences
statistics (at both undergraduate and graduate levels) as well as for managers
who want to improve the usefulness of their Excel skills.
• Includes 164 color screenshots so that you can be sure you are performing the
Excel steps correctly.
• You will be told each step of the way, not only how to use Excel but also why you
are doing each step so that you can understand what you are doing and not
merely learn how to use statistical tests by rote.
• Includes specific objectives embedded in the text for each concept, so you can
know the purpose of the Excel steps.

vii
viii Preface

• This book is a tool that can be used either by itself or along with any good
statistics book.
• Statistical theory and formulas are explained in clear language without bogging
you down in mathematical fine points.
• You will learn both how to write statistical formulas using Excel and how to use
Excel’s drop-down menus that will create the formulas for you.
• This book does not come with a CD of Excel files which you can upload to your
computer. Instead, you’ll be shown how to create each Excel file yourself. In a
work situation, your colleagues will not give you an Excel file; you will be
expected to create your own. This book will give you ample practice in devel-
oping this important skill.
• Each chapter presents the steps needed to solve a practical science problem using
Excel. In addition, there are three practice problems at the end of each chapter so
you can test your new knowledge of statistics. The answers to these problems
appear in Appendix A.
• A “Practice Test” is given in Appendix B to test your knowledge at the end of the
book. The answers to these practical science problems appear in Appendix C.
Thomas Quirk, a current professor of marketing at the George Herbert Walker
School of Business and Technology at Webster University in St. Louis, Missouri
(USA), teaches marketing statistics, marketing research, and pricing strategies. He
has published articles in the Journal of Educational Psychology, the Journal of
Educational Research, the Review of Educational Research, the Journal of Educa-
tional Measurement, Educational Technology, the Elementary School Journal, the
Journal of Secondary Education, Educational Horizons, and Phi Delta Kappan. In
addition, Professor Quirk has written more than 60 textbook supplements in
management and marketing, published more than 20 articles in professional
journals, and presented more than 20 papers at professional meetings. He holds a
B.S. in mathematics from John Carroll University, both an M.A. in education and a
Ph.D. in educational psychology from Stanford University, and an M.B.A. from the
University of Missouri-St. Louis.
Meghan Quirk holds both a Ph.D. in biological education and an M.A. in
biological sciences from the University of Northern Colorado (UNC) and a
B.A. in biology and religion at Principia College in Elsah, Illinois. She has done
research on food web dynamics at Wind Cave National Park in South Dakota and
research in agro-ecology in Southern Belize. She has co-authored an article on
shortgrass steppe ecosystems in Photochemistry and Photobiology and has
presented papers at the Shortgrass Steppe Symposium in Fort Collins, Colorado,
and the Long-Term Ecological Research All Scientists Meeting in Estes Park,
Colorado, and participated in the NSF Site Review of the Shortgrass Steppe
Long-Term Ecological Research in Nunn, Colorado. She is a National Science
Foundation Fellow GK-12 and currently teaches science in Bailey, Colorado.
Howard Horton holds an M.S. in biological sciences from the University of
Northern Colorado (UNC) and a B.S. in biological sciences from Mesa State
College. He has worked on research projects in Pawnee National Grasslands,
Preface ix

Rocky Mountain National Park; Long-Term Ecological Research at Toolik Lake,

Alaska; and Wind Cave, South Dakota. He has co-authored articles in the Interna-
tional Journal of Speleology and the Journal of Cave and Karst Studies. He is a
National Science Foundation Fellow GK-12 and is currently the angler outreach
coordinator with the Colorado Division of Parks and Wildlife.

St. Louis, MO Thomas J. Quirk

Bailey, CO Meghan H. Quirk
Bailey, CO Howard F. Horton
Acknowledgments

Excel 2016 for Biological and Life Sciences Statistics: A Guide to Solving Practical
Problems is the result of inspiration from three important people: my two daughters
and my wife. Jennifer Quirk McLaughlin invited me to visit her M.B.A. classes
several times at the University of Witwatersrand in Johannesburg, South Africa.
These visits to a first-rate M.B.A. program convinced me there was a need for a
book to teach students how to solve practical problems using Excel. Meghan Quirk-
Horton’s dogged dedication to learning the many statistical techniques needed to
complete her Ph.D. dissertation illustrated the need for a statistics book that would
make this daunting task more user-friendly. And Lynne Buckley-Quirk was the
number-one cheerleader for this project from the beginning, always encouraging
me and helping me remain dedicated to completing it.
Thomas J. Quirk

We would like to acknowledge the patience of our two little girls, Lila and Elia, as
we worked on this book with their TQ. We would also like to thank Professors
Sarah Perkins, Doug Warren, John Moore, and Lee Dyer for their guidance and
support during our college and graduate school careers.
Meghan H. Quirk and Howard F. Horton

Marc Strauss, our editor at Springer, caught the spirit of this idea in our first phone
conversation and guided this book through the idea stages until it reached its final
form. His encouragement and support, along with Christine Crigler’s shepherding
of this book through production, were vital to this book seeing the light of day. We
thank them both for being such an outstanding product champion throughout this
process.

xi
Contents

1 Sample Size, Mean, Standard Deviation, and Standard

Error of the Mean . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
1.1 Mean . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
1.2 Standard Deviation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
1.3 Standard Error of the Mean . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
1.4 Sample Size, Mean, Standard Deviation, and Standard
Error of the Mean . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
1.4.1 Using the Fill/Series/Columns Commands . . . . . . . . . . . . 4
1.4.2 Changing the Width of a Column . . . . . . . . . . . . . . . . . . . 5
1.4.3 Centering Information in a Range of Cells . . . . . . . . . . . . 6
1.4.4 Naming a Range of Cells . . . . . . . . . . . . . . . . . . . . . . . . . 8
1.4.5 Finding the Sample Size Using the ¼ COUNT
Function . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
1.4.6 Finding the Mean Score Using the ¼AVERAGE
Function . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
1.4.7 Finding the Standard Deviation Using the ¼STDEV
Function . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
1.4.8 Finding the Standard Error of the Mean . . . . . . . . . . . . . . 10
1.5 Saving a Spreadsheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
1.6 Printing a Spreadsheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
1.7 Formatting Numbers in Currency Format
(Two decimal places) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
1.8 Formatting Numbers in Number Format
(Three Decimal Places) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
1.9 End-of-Chapter Practice Problems . . . . . . . . . . . . . . . . . . . . . . . . 17
References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
2 Random Number Generator . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
2.1 Creating Frame Numbers for Generating Random Numbers . . . . . 21
2.2 Creating Random Numbers in an Excel Worksheet . . . . . . . . . . . 24
2.3 Sorting Frame Numbers into a Random Sequence . . . . . . . . . . . . 26
xiii
xiv Contents

2.4 Printing an Excel File So That All of the Information

Fits onto One Page . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30
2.5 End-of-Chapter Practice Problems . . . . . . . . . . . . . . . . . . . . . . . . 33
3 Confidence Interval About the Mean Using the TINV Function
and Hypothesis Testing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35
3.1 Confidence Interval About the Mean . . . . . . . . . . . . . . . . . . . . . . 35
3.1.1 How to Estimate the Population Mean . . . . . . . . . . . . . . . 35
3.1.2 Estimating the Lower Limit and the Upper Limit
of the 95 % Confidence Interval About the Mean . . . . . . . . 36
3.1.3 Estimating the Confidence Interval the Chevy Impala
in Miles Per Gallon . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37
3.1.4 Where Did the Number “1.96” Come From? . . . . . . . . . . . 38
3.1.5 Finding the Value for t in the Confidence Interval
Formula . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39
3.1.6 Using Excel’s TINV Function to Find the Confidence
Interval About the Mean . . . . . . . . . . . . . . . . . . . . . . . . . 40
3.1.7 Using Excel to find the 95 % Confidence Interval
for a Car’s mpg Claim . . . . . . . . . . . . . . . . . . . . . . . . . . . 41
3.2 Hypothesis Testing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47
3.2.1 Hypotheses Always Refer to the Population of People,
Plants, or Animals that You Are Studying . . . . . . . . . . . . . 47
3.2.2 The Null Hypothesis and the Research
(Alternative) Hypothesis . . . . . . . . . . . . . . . . . . . . . . . . . 48
3.2.3 The 7 Steps for Hypothesis-Testing Using
the Confidence Interval About the Mean . . . . . . . . . . . . . . 51
3.3 Alternative Ways to Summarize the Result
of a Hypothesis Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57
3.3.1 Different Ways to Accept the Null Hypothesis . . . . . . . . . 58
3.3.2 Different Ways to Reject the Null Hypothesis . . . . . . . . . . 58
3.4 End-of-Chapter Practice Problems . . . . . . . . . . . . . . . . . . . . . . . . 59
References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63
4 One-Group t-Test for the Mean . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65
4.1 The Seven STEPS for Hypothesis-Testing Using
the One-Group t-Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65
4.1.1 STEP 1: State the Null Hypothesis and the Research
Hypothesis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66
4.1.2 STEP 2: Select the Appropriate Statistical Test . . . . . . . . . 66
4.1.3 STEP 3: Decide on a Decision Rule
for the One-Group t-Test . . . . . . . . . . . . . . . . . . . . . . . . . 66
4.1.4 STEP 4: Calculate the Formula for
the One-Group t-Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67
4.1.5 STEP 5: Find the Critical Value of t
in the t-Table in Appendix E . . . . . . . . . . . . . . . . . . . . . . 68
Contents xv

4.1.6 STEP 6: State the Result of Your Statistical Test . . . . . . . 69

4.1.7 STEP 7: State the Conclusion of Your Statistical
Test in Plain English! . . . . . . . . . . . . . . . . . . . . . . . . . . . 69
4.2 One-Group t-Test for the Mean . . . . . . . . . . . . . . . . . . . . . . . . . . 70
4.3 Can You Use Either the 95 % Confidence Interval About
the Mean OR the One-Group t-Test When Testing
Hypotheses? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76
4.4 End-of-Chapter Practice Problems . . . . . . . . . . . . . . . . . . . . . . . . 76
References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80
5 Two-Group t-Test of the Difference of the Means
for Independent Groups . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 81
5.1 The 9 STEPS for Hypothesis-Testing Using
the Two-Group t-Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82
5.1.1 STEP 1: Name One Group, Group 1,
and the Other Group, Group 2 . . . . . . . . . . . . . . . . . . . . . 82
5.1.2 STEP 2: Create a Table That Summarizes
the Sample Size, Mean Score, and Standard
Deviation of Each Group . . . . . . . . . . . . . . . . . . . . . . . . . 83
5.1.3 STEP 3: State the Null Hypothesis and the Research
Hypothesis for the Two-Group t-Test . . . . . . . . . . . . . . . . 84
5.1.4 STEP 4: Select the Appropriate Statistical Test . . . . . . . . . 84
5.1.5 STEP 5: Decide on a Decision Rule
for the Two-Group t-Test . . . . . . . . . . . . . . . . . . . . . . . . . 85
5.1.6 STEP 6: Calculate the Formula
for the Two-Group t-Test . . . . . . . . . . . . . . . . . . . . . . . . . 85
5.1.7 STEP 7: Find the Critical Value of t
in the t-Table in Appendix E . . . . . . . . . . . . . . . . . . . . . . 85
5.1.8 STEP 8: State the Result of Your Statistical Test . . . . . . . 86
5.1.9 STEP 9: State the Conclusion of Your Statistical
Test in Plain English! . . . . . . . . . . . . . . . . . . . . . . . . . . . 87
5.2 Formula #1: Both Groups Have a Sample Size Greater
Than 30 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91
5.2.1 An Example of Formula #1 for the Two-Group
t-Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 92
5.3 Formula #2: One or Both Groups Have a Sample
Size Less Than 30 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 98
5.4 End-of-Chapter Practice Problems . . . . . . . . . . . . . . . . . . . . . . . . 105
References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 107
6 Correlation and Simple Linear Regression . . . . . . . . . . . . . . . . . . . . 109
6.1 What Is a “Correlation?” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 109
6.1.1 Understanding the Formula for Computing
a Correlation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 114
6.1.2 Understanding the Nine Steps for Computing
a Correlation, r . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 114
xvi Contents

6.2 Using Excel to Compute a Correlation Between

Two Variables . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 116
6.3 Creating a Chart and Drawing the Regression Line
onto the Chart . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 121
6.3.1 Using Excel to Create a Chart and the Regression
Line Through the Data Points . . . . . . . . . . . . . . . . . . . . . . 123
6.4 Printing a Spreadsheet So That the Table and Chart Fit
Onto One Page . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 131
6.5 Finding the Regression Equation . . . . . . . . . . . . . . . . . . . . . . . . . 133
6.5.1 Installing the Data Analysis ToolPak into Excel . . . . . . . . 134
6.5.2 Using Excel to Find the SUMMARY OUTPUT
of Regression . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 137
6.5.3 Finding the Equation for the Regression Line . . . . . . . . . . 140
6.5.4 Using the Regression Line to Predict the y-Value
for a Given x-Value . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 141
6.6 Adding the Regression Equation to the Chart . . . . . . . . . . . . . . . . 142
6.7 How to Recognize Negative Correlations in the SUMMARY
OUTPUT Table . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 145
6.8 Printing Only Part of a Spreadsheet Instead
of the Entire Spreadsheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 145
6.8.1 Printing Only the Table and the Chart
on a Separate Page . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 146
6.8.2 Printing Only the Chart on a Separate Page . . . . . . . . . . . . 146
6.8.3 Printing Only the SUMMARY OUTPUT
of the Regression Analysis on a Separate Page . . . . . . . . . 147
6.9 End-of-Chapter Practice Problems . . . . . . . . . . . . . . . . . . . . . . . . 147
References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 152
7 Multiple Correlation and Multiple Regression . . . . . . . . . . . . . . . . . 153
7.1 Multiple Regression Equation . . . . . . . . . . . . . . . . . . . . . . . . . . . 153
7.2 Finding the Multiple Correlation and the Multiple
Regression Equation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 156
7.3 Using the Regression Equation to Predict
FRUIT PRODUCED . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 160
7.4 Using Excel to Create a Correlation Matrix in Multiple
Regression . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 160
7.5 End-of-Chapter Practice Problems . . . . . . . . . . . . . . . . . . . . . . . . 164
References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 169
8 One-Way Analysis of Variance (ANOVA) . . . . . . . . . . . . . . . . . . . . 171
8.1 Using Excel to Perform a One-Way Analysis
of Variance (ANOVA) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 173
8.2 How to Interpret the ANOVA Table Correctly . . . . . . . . . . . . . . . 175
8.3 Using the Decision Rule for the ANOVA F-Test . . . . . . . . . . . . . 176
Contents xvii

8.4 Testing the Difference Between Two Groups Using

the ANOVA t-Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 177
8.4.1 Comparing Subspecies B vs. Subspecies C
in the Number of Sound Bursts per Cycle Using
the ANOVA t-Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 177
8.4.1.1 Finding the Degrees of Freedom
for the ANOVA t-test . . . . . . . . . . . . . . . . . . . . . 178
8.4.1.2 Stating the Decision Rule
for the ANOVA t-test . . . . . . . . . . . . . . . . . . . . . 179
8.4.1.3 Performing an ANOVA t-Test Using
Excel Commands . . . . . . . . . . . . . . . . . . . . . . . . 179
8.5 End-of-Chapter Practice Problems . . . . . . . . . . . . . . . . . . . . . . . . 182
References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 188

Appendices . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 189
Appendix A: Answers to End-of-Chapter Practice Problems . . . . . . . . . 189
Appendix B: Practice Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 223
Appendix C: Answers to Practice Test . . . . . . . . . . . . . . . . . . . . . . . . . 233
Appendix D: Statistical Formulas . . . . . . . . . . . . . . . . . . . . . . . . . . . . 244
Appendix E: t-Table . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 246

Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 247
Chapter 1
Sample Size, Mean, Standard Deviation,
and Standard Error of the Mean

This chapter deals with how you can use Excel to find the average (i.e., “mean”) of a
set of scores, the standard deviation of these scores (STDEV), and the standard error
of the mean (s.e.) of these scores. All three of these statistics are used frequently and
form the basis for additional statistical tests.

1.1 Mean

The mean is the “arithmetic average” of a set of scores. When my daughter was in
the fifth grade, she came home from school with a sad face and said that she didn’t
get “averages.” The book she was using described how to find the mean of a set of
scores, and so I said to her:
“Jennifer, you add up all the scores and divide by the number of numbers that you have.”
She gave me “that look,” and said: “Dad, this is serious!” She thought I was teasing her.
So I said:
“See these numbers in your book; add them up. What is the answer?” (She did that.)
“Now, how many numbers do you have?” (She answered that question.)
“Then, take the number you got when you added up the numbers, and divide that
number by the number of numbers that you have.”

She did that, and found the correct answer. You will use that same reasoning
now, but it will be much easier for you because Excel will do all of the steps for you.
We will call this average of the scores the “mean” which we will symbolize as:
X, and we will pronounce it as: “Xbar.”
The formula for finding the mean with your calculator looks like this:

ΣX
X¼ ð1:1Þ
n

© Springer International Publishing Switzerland 2016 1

T.J. Quirk et al., Excel 2016 for Biological and Life Sciences Statistics,
Excel for Statistics, DOI 10.1007/978-3-319-39489-3_1
2 1 Sample Size, Mean, Standard Deviation, and Standard Error of the Mean

The symbol Σ is the Greek letter sigma, which stands for “sum.” It tells you to
add up all the scores that are indicated by the letter X, and then to divide your
answer by n (the number of numbers that you have).
Let’s give a simple example:
Suppose that you had these six biology test scores on an 7-item true-false quiz:
6
4
5
3
2
5
To find the mean of these scores, you add them up, and then divide by the
number of scores. So, the mean is: 25/6 ¼ 4.17

1.2 Standard Deviation

The standard deviation tells you “how close the scores are to the mean.” If the
standard deviation is a small number, this tells you that the scores are “bunched
together” close to the mean. If the standard deviation is a large number, this tells
you that the scores are “spread out” a greater distance from the mean. The formula
for the standard deviation (which we will call STDEV) and use the letter, S, to
symbolize is:
sffiffiffiffiffiffiffiffiffiffiffiffiffiffiffiffiffiffiffiffiffiffi
 2
Σ XX
STDEV ¼ S ¼ ð1:2Þ
n1

The formula look complicated, but what it asks you to do is this:

1. Subtract the mean from each score (X  X).
2. Then, square the resulting number to make it a positive number.
3. Then, add up these squared numbers to get a total score.
4. Then, take this total score and divide it by n1 (where n stands for the number of
numbers that you have).
5. The final step is to take the square root of the number you found in step 4.
You will not be asked to compute the standard deviation using your calculator in
this book, but you could see examples of how it is computed in any basic statistics
book. Instead, we will use Excel to find the standard deviation of a set of scores.
When we use Excel on the six numbers we gave in the description of the mean
above, you will find that the STDEV of these numbers, S, is 1.47.
1.3 Standard Error of the Mean 3

1.3 Standard Error of the Mean

The formula for the standard error of the mean (s.e., which we will use SX to
symbolize) is:

S
s:e: ¼ SX ¼ pffiffiffi ð1:3Þ
n

To find s.e., all you need to do is to take the standard deviation, STDEV, and
divide it by the square root of n, where n stands for the “number of numbers” that
you have in your data set. In the example under the standard deviation description
above, the s.e. ¼ 0.60. (You can check this on your calculator.)
If you want to learn more about the standard deviation and the standard error of
the mean, see Bremer and Doerge (2010) and Weiers (2011).
Now, let’s learn how to use Excel to find the sample size, the mean, the standard
deviation, and the standard error or the mean using the weight (measured in grams)
of eight adult wild field mice collected in a tall grass prairie on the bluffs above the
Mississippi River near St. Louis, Missouri. The hypothetical data appear in Fig. 1.1.

Fig. 1.1 Worksheet Data

for Wild Field Mice
Weights (Practical
Example)
4 1 Sample Size, Mean, Standard Deviation, and Standard Error of the Mean

1.4 Sample Size, Mean, Standard Deviation, and Standard

Error of the Mean

Objective: To find the sample size (n), mean, standard deviation (STDEV), and
standard error of the mean (s.e.) for these data

Start your computer, and click on the Excel 2016 icon to open a blank Excel
spreadsheet.
Click on: Blank workbook
Enter the data in this way:
A3: Mouse
B3: Weight (in grams)
A4: 1

1.4.1 Using the Fill/Series/Columns Commands

Objective: To add the mouse numbers 2–8 in a column underneath Mouse #1

Put pointer in A4
Home (top left of screen)
Important note: The “Paste” command should be on the top of your screen on the
far left of the screen.
Important note: Notice the Excel commands at the top of your computer screen:
File Home Insert Page Layout Formulas etc.
If these commands ever “disappear” when you are using Excel,
you need to click on “Home” at the top left of your screen to make
them reappear!
Fill (top right of screen: click on the down arrow; see Fig. 1.2)

Fig. 1.2 Home/Fill/Series commands

1.4 Sample Size, Mean, Standard Deviation, and Standard Error of the Mean 5

Series
Columns
Step value: 1
Stop value: 8 (see Fig. 1.3)

Fig. 1.3 Example of Dialogue Box for Fill/Series/Columns/Step Value/Stop Value commands

OK
The mice numbers should be identified as 1–8, with 8 in cell A11.
Now, enter the mice weights in cells B4: B11. (Note: Be sure to double-check your
figures to make sure that they are correct or you will not get the correct answer!)
Since your computer screen shows the information in a format that does not look
professional, you need to learn how to “widen the column width” and how to
“center the information” in a group of cells. Here is how you can do those two steps:

1.4.2 Changing the Width of a Column

Objective: To make a column width wider so that all of the information fits
inside that column

If you look at your computer screen, you can see that Column B is not wide enough
so that all of the information fits inside this column. To make Column B wider:
Click on the letter, B, at the top of your computer screen
6 1 Sample Size, Mean, Standard Deviation, and Standard Error of the Mean

Place your mouse pointer on your computer at the far right corner of B until you
create a “cross sign” on that corner
Left-click on your mouse, hold it down, and move this corner to the right until it is
“wide enough to fit all of the data”
Take your finger off the mouse to set the new column width (see Fig. 1.4)

Fig. 1.4 Example of How

to Widen the Column Width

Then, click on any empty cell (i.e., any blank cell) to “deselect” column B so that
it is no longer a darker color on your screen.
When you widen a column, you will make all of the cells in all of the rows of this
column that same width.
Now, let’s go through the steps to center the information in both Column A and
Column B.

1.4.3 Centering Information in a Range of Cells

Objective: To center the information in a group of cells

In order to make the information in the cells look “more professional,” you can
center the information using the following steps:
Left-click your mouse pointer on A3 and drag it to the right and down to highlight
cells A3:B11 so that these cells appear in a darker color
Home
1.4 Sample Size, Mean, Standard Deviation, and Standard Error of the Mean 7

At the top of your computer screen, you will see a set of “lines” in which all of the
lines are “centered” to the same width under “Alignment” (it is the second icon
at the bottom left of the Alignment box; see Fig. 1.5)

Fig. 1.5 Example of How to Center Information Within Cells

Click on this icon to center the information in the selected cells (see Fig. 1.6)

Fig. 1.6 Final Result of

Centering Information in
the Cells
8 1 Sample Size, Mean, Standard Deviation, and Standard Error of the Mean

Since you will need to refer to the mice weights in your formulas, it will be much
easier to do this if you “name the range of data” with a name instead of having to
remember the exact cells (B4: B11) in which these figures are located. Let’s call
that group of cells: Weight, but we could give them any name that you want to use.

1.4.4 Naming a Range of Cells

Objective: To name the range of data for the weight scores with the name:
Weight

Highlight cells B4: B11 by left-clicking your mouse pointer on B4 and dragging it
down to B11
Formulas (top left of your screen)
Define Name (top center of your screen)
Weight (type this name in the top box; see Fig. 1.7)

Fig. 1.7 Dialogue box for “naming a range of cells” with the name: Weight

OK
Then, click on any cell of your spreadsheet that does not have any information in it
(i.e., it is an “empty cell”) to deselect cells B4:B11
Now, add the following terms to your spreadsheet:
1.4 Sample Size, Mean, Standard Deviation, and Standard Error of the Mean 9

E6: n
E9: Mean
E12: STDEV
E15: s.e. (see Fig. 1.8)

Fig. 1.8 Example of Entering the Sample Size, Mean, STDEV, and s.e. Labels

Note: Whenever you use a formula, you must add an equal sign (¼) at the beginning
of the name of the function so that Excel knows that you intend to use a
formula.

1.4.5 Finding the Sample Size Using the ¼ COUNT Function

Objective: To find the sample size (n) for these data using the ¼COUNT
function

F6: ¼COUNT(Weight)
This command should insert the number 8 into cell F6 since there are eight mice in
your sample.
10 1 Sample Size, Mean, Standard Deviation, and Standard Error of the Mean

1.4.6 Finding the Mean Score Using the ¼AVERAGE

Function

Objective: To find the mean weight figure using the ¼AVERAGE function

F9: ¼AVERAGE(Weight)
This command should insert the number 1.6375 into cell F9.

1.4.7 Finding the Standard Deviation Using the ¼STDEV

Function

Objective: To find the standard deviation (STDEV) using the ¼STDEV function

F12: ¼STDEV(Weight)
This command should insert the number 0.437321 into cell F12.

1.4.8 Finding the Standard Error of the Mean

Objective: To find the standard error of the mean using a formula for these eight
data points

F15: ¼F12/SQRT(8)
This command should insert the number 0.154616 into cell F15 (see Fig. 1.9).
1.4 Sample Size, Mean, Standard Deviation, and Standard Error of the Mean 11

Fig. 1.9 Example of Using Excel Formulas for Sample Size, Mean, STDEV, and s.e.

Important note: Throughout this book, be sure to double-check all of the figures in
your spreadsheet to make sure that they are in the correct cells, or
the formulas will not work correctly!

1.4.8.1 Formatting Numbers in Number Format (Two decimal places)

Objective: To convert the mean, STDEV, and s.e. to two decimal places

Highlight cells F9:F15

Home (top left of screen)
Look under “Number” at the top center of your screen. In the bottom right corner,
gently place your mouse pointer on you screen at the bottom of the .00 .0 until it
says: “Decrease Decimal” (see Fig. 1.10)
Another random document with
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 Then said his granny:
“I will make a drum of a bit of old skin. Do you get inside and roll
past the lion and the vulture and the tiger.”
So granny made a drum of a bit of skin, and Lambikin jumped
inside the drum, and off he rolled toward home.
But before he had gone very far he met the lion, who was waiting
for him, and the lion said:
“Drummikin, have you seen Lambikin?”
But Lambikin called out from inside the drum:

“Fallen into the fire, and so will you.

On, little Drummikin, tum, tum, too.”

Then the lion thought the woods must be on fire, so he ran off as
fast as he could.
But Lambikin had not gone very far when the vulture flew down for
his dinner.
“Drummikin, have you seen Lambikin?” asked the vulture.

“Fallen into the fire, and so will you.

On, little Drummikin, tum, tum, too,”

said Lambikin in a gruff voice from the inside of the drum.

Then the vulture thought that the woods must surely be on fire, so
he flew far above the treetops.
 The tiger caught his tail and was not able to move.

Lambikin rolled merrily along a little way farther, but soon he met
the striped tiger, who was waiting for his dinner.
“Drummikin, have you seen Lambikin?” asked the striped tiger.

“Fallen into the fire, and so will you.

On, little Drummikin, tum, tum, too,”

said Lambikin; but the striped tiger had very sharp ears.
“Lambikin is inside Drummikin,” he said, and he started after the
drum as fast as he could go. He nearly caught it, for he went so very
fast, but they came to a bramble bush. The tiger caught his tail and
was not able to move, and out of the drum jumped Lambikin.
Then off he frolicked home again as frisky and happy as ever a
lamb could be.
 BROTHER WOLF
AND THE ROCK.

Once upon a time Brother Wolf dressed himself up very finely, just
like an Indian. He put feathers on his head, and moccasins on his
feet, and beads around his neck. Then he bought a very gay blanket,
just like a chief’s blanket. He wrapped it all around him, and then he
started on a journey.
As he traveled, he came to a big Rock. Brother Wolf thought that
he had never seen such a nice Rock, such a smooth, round, shining
Rock. But Brother Wolf thought that the Rock looked cold. So he
took off his blanket and wrapped it around the Rock to keep the old
Rock warm.
Then Brother Wolf started traveling again, but he had not gone
very far when he heard a loud noise—that was the thunder; and he
saw a bright light—that was the lightning; and he felt something wet
on his nose—that was the rain. So Brother Wolf ran back in great
haste to the Rock.
“Oh, Rock,” cried Brother Wolf, “it is storming, and I shall be wet.
Give me back my blanket to keep off the rain.”
But, no, Rock would not. Old Rock said he would just keep Brother
Wolf’s blanket a little longer.
Then Brother Wolf hid under a tree, and, by and by, along came
Brother Fox.
“Oh, Brother Fox,” said Brother Wolf, “go to Rock and bring back
my blanket.”
 So Brother Fox went to old Rock and told him that Brother Wolf
wanted back his blanket to keep the rain off his nose. But, no, old
Rock would not give up the blanket.
Then Brother Fox went back and told Brother Wolf, and Brother
Wolf cried because he knew his feathers would be spoiled. They sat
under a tree, and the rain poured and poured, the lightning flashed,
and the thunder roared. Brother Wolf asked Brother Fox to please go
again to old Rock and ask for the blanket, but Brother Fox said, “No.”
After a while they heard a great noise, and a loud roaring. The
stones in the road began to come skipping by. Brother Wolf peeped
out from under the tree. There was old Rock rolling down the road.
The rain had started him, and he was coming so hard that he tore
great furrows of earth, and uprooted the trees. He came so fast that
he could not stop himself.
Brother Fox scampered into a hole to hide, but he left the tip end
of his tail sticking out. Old Rock just grazed it as he went by, and that
is why the tip of Brother Fox’s tail is pointed.
On and on went old Rock until he came to a river. Splash, in he
went, and that was the last that anybody saw of Rock, for he went
straight to the bottom.
When the rain was over, Brother Wolf and Brother Fox went down
to the river bank to look for old Rock, but they could not find him
anywhere. On the top of the water floated Brother Wolf’s gay
blanket, so they waited until it came ashore, and they dried it in the
sun.
Then Brother Wolf said “Good-by” to Brother Fox, and put on his
blanket again, and traveled.
 LITTLE BEAR.

Once upon a time, there was an Indian boy and he had a little
sister. Now the little sister was not like an Indian child, for she was a
bear.
Early one morning the boy started out to seek his fortune, but Little
Bear wished to go too.
“No, no, Little Bear, you cannot go. You must stay at home and
watch the fire,” said her brother. Then he tied Little Bear to the door
posts that she might not run away.
He had not gone very far on his journey when he heard TRAMP,
TRAMP, TRAMP, in the path behind him. There was Little Bear
following with the door posts on her back.
“Oh, Little Bear, I told you to stay at home and watch the fire,” said
the boy.
He led Little Bear back, and this time he tied her to a pine tree.
He had not gone very far when he heard once more, TRAMP,
TRAMP, TRAMP, in the path behind him. There was Little Bear
following with the pine tree on her back.
“Oh, Little Bear, you must stay at home and watch the fire,” said
the boy.
He led Little Bear back, and this time he tied her to a rock.
He started on his journey again, but he had not gone a stone’s
throw, when he heard THUMP, THUMP, THUMP, in the path behind
him. There was Little Bear following him with the rock on her back.
 “What shall I do with you, Little Bear?” said the boy. But just then
they came to a wide brook with no bridge to span it.
“How shall I cross?” said the little boy.
Little Bear pushed the rock into the water. She laid the pine tree
across the rock for a bridge. They both walked across the brook in
safety.
“Well, you may come with me, Little Bear,” said the boy.
They journeyed for many days until they came, at last, to some
very dark woods. In the woods they met Brother Wolf carrying a
candle to light him on his way.
“The sun is lost from the sky,” said Brother Wolf; “the old squaw
pulled it down.”
“Oho, I can find the sun,” said Little Bear, “but you must first give
me two lumps of maple sugar.”
Brother Wolf gave Little Bear two lumps of maple sugar and she
hurried along until she came to the old squaw’s wigwam. The old
squaw was stirring a kettle of rice over her fire. Little Bear crept up
behind her. Little Bear dropped the two lumps of maple sugar into
the kettle. As the old squaw stirred, she tasted her rice.
“It is too sweet,” she said; “I must go to the field for more.”
While she was gone, Little Bear found the sun, which the old
squaw had hid in her wigwam. Little Bear tossed it back to the sky
again.
When the old squaw came back from the rice fields and missed
her sun, she was very angry. She looked for it many, many days, but
the clouds hid it from her. Then, one night, she pulled the moon
down, and hid that away in her wigwam.
So there was no light in the evening. Brother Wolf lighted his
candle again, and he hurried after the boy and Little Bear, who had
started on their journey again.
“The moon is gone from the sky,” said Brother Wolf, “the old
squaw has pulled it down.”
 “Oho, I can find the moon,” said Little Bear; “give me two pinches
of salt, Brother Wolf.”
Brother Wolf gave Little Bear two pinches of salt, and Little Bear
crept up to the old squaw again, and threw the salt in her kettle of
rice.
“The rice is too salty,” said the old squaw, tasting as she stirred; “I
must go to the field for more.”
While she was gone, Little Bear snatched the moon from the
wigwam, where the old squaw had hid it, and tossed it up to the sky
again.
Brother Wolf snuffed his candle, for he did not need it any more,
but the old squaw was very angry. The old squaw ran after Little
Bear. She caught her, and she put her in a bag, and tied the bag to a
tree. Then she went for her spoon with which to beat Little Bear.
But while she was gone, Little Bear bit a hole in the bag with her
teeth. She slipped out. Then she filled the bag with the old squaw’s
pots and pans. When the old squaw came back, and began beating
the bag, she broke all her dishes.
Then the boy and Little Bear picked up enough sun gold and moon
silver which had fallen by the road to make them rich for always. And
Little Bear traveled with her brother wherever he went after that. Was
she not a clever Little Bear?
 HOW THE PIGS CAN
SEE THE WIND.

Once upon a time, Mrs. Pig lived in a fine house of her own with
her five little pigs. Four of the little pigs were black, but the smallest
pig was white and he was as the apple of his mother’s eye.
Around the hill from Mrs. Pig’s house lived Brother Wolf, and
Brother Wolf had a mighty good mouth for pig meat. Every night Mr.
Wolf came through the garden gate, and he walked round and round
Mrs. Pig’s house, sniffing and snuffing, and calling in a soft voice:

“Mrs. Pig, Mrs. Pig, let me come in,

The corn is ripe, and the frosts begin.”

But Mrs. Pig always locked her door fast, and Brother Wolf had to
go home without any pig meat.
One night Brother Wolf thought of a trick. He put a very high hat
on his head. He put shoes on his feet. He tied a necktie around his
neck, and he looked just like Mr. Man.
Then he put a bag of corn over his shoulder, and he walked,
TRAMP, TRAMP, up the brick walk that led to Mrs. Pig’s house, and
he rapped loudly on Mrs. Pig’s door.

“Mrs. Pig, Mrs. Pig, let me come in,

The corn is ripe, and the frosts begin,”

he said.
 “Who knocks?” asked Mrs. Pig, peeping through the window, the
little white pig under her arm.
“Mr. Man, come to put a mark on your little pigs,” said Brother
Wolf.
Then Mrs. Pig opened the door, and she turned out the four little
black pigs. But the little white pig was as the apple of her eye, and
she hid him in the cupboard.
So Brother Wolf emptied all the corn out of his bag, and he put in
the four little pigs, and he carried them home with him.
By and by, Brother Wolf was hungry for more pig meat, so he
dressed himself in his clothes again. He put his bag of corn over his
shoulder, and he rapped loudly at Mrs. Pig’s door, calling:

“Mrs. Pig, Mrs. Pig, let me come in,

The corn is ripe, and the frosts begin.”

“Who knocks?” asked Mrs. Pig.

“Mr. Man, come to put a mark on your little white pig,” said Brother
Wolf.
But Mrs. Pig barred the door, and locked the window, and hid the
little white pig in the dresser, for he was as the apple of her eye.
Then Brother Wolf was very angry, and he took off his hat and his
shoes and his necktie. He hurried up and down the roads until he
met Mr. Wind, who wore a red cloak, and was sweeping the fields.
Brother Wolf told Mr. Wind how he had a mighty good mouth for
pig meat. Mr. Wind said he would help Brother Wolf, for he always
liked a romp.
So Mr. Wind and Brother Wolf went to Mrs. Pig’s house and they
rapped loudly on the door, and Brother Wolf called out:

“Mrs. Pig, Mrs. Pig, let me come in,

The corn is ripe, and the frosts begin.”
But never a word did Mrs. Pig say.
 “Who knocks?” asked Mrs. Pig.

“Blow, Mr. Wind,” said Brother Wolf.

Then Mr. Wind began to puff himself out bigger and bigger. He
huffed and he puffed and he blew a mighty gale. He blew round the
garden, and he pulled up the corn and threw it down on the ground.
He slammed the gate and he rattled the window. He shook the door,
and he cried, “WHE-EE, WHE-EE,” in the keyhole, did Mr. Wind.
Brother Wolf was so frightened that his hair stood up straight on
his back. Out of the garden he ran, and around the hill. He never
stopped, nor looked behind him, and no one ever saw him in Mrs.
Pig’s garden again.
“WHE-EE, WHE-EE, let me in,” called Mr. Wind.
Mrs. Pig opened her door a crack, and peeped out with the little
white pig under her arm, for he was the apple of her eye.
HUFF, PUFF, the door blew open wide. When Mrs. Pig saw Mr.
Wind in his red cloak running around the garden, she hurried off to
the woods with her little white pig, and she never came home for a
day and a night.
And that is how the pigs first came to see the wind. If you do not
believe it, just watch them run when Mr. Wind comes huffing and
puffing through the garden.
 THE TALKING
GRASS.

Once upon a time when there were only Indians and animals in
our land, there was a green hill covered with long talking grass. The
four winds of heaven brought the grasses news of what was going
on in the world, and of the coming of hunters. Then the grasses
whispered this news to their friends, the little red Fox, the Hare, the
Deer, and the Wolf. If the animals were too far away to hear the soft
voices of the grasses, they gave the messages to the Butterflies.
The hill was the refuge of these animals, and the talking grasses
were their friends.
One day a great band of hunters came from their camp in the
valley, up the hill. They were armed with bows and arrows. They
planned to kill enough game to give them food for a long time. But
the grasses knew that the hunters were on their way. They warned
the animals, who hid at once. When the hunters reached the hill,
they saw nothing but green grass waving in the wind. Many bright
butterflies flew above it.
The hunters listened and heard the grasses talking to one another.
They saw, too, the trails of the animals as they had passed through
it. They guessed at once what had happened.
“The grasses have told the animals to flee and hide from us,” they
said. “We must kill them. To-night we will rest and sleep among
them, for we are tired with our long journey. But to-morrow we will
tear every blade of grass up by its roots.”
At these cruel words the grasses became still. They loved their life
on the hill, with their roots in the earth and their green blades
reaching up to the sunshine. Now they knew that they were going to
die in the morning. They could neither sing nor talk any more. But
the Butterflies knew the grasses’ peril. They flew away, one by one,
so that the hunters would suspect nothing, until they came to the
Fox’s den. They told him of the great danger of the talking grasses.
They begged him to do anything that he could to save them.
The Fox set off at once. He did not stop until he came to a dark
cave on the side of a mountain. Here the Fire Manito lived. Few
dared speak to him, for he was a very mighty Manito. He was able to
destroy man or beast at his will. But when he saw the eager,
trembling little Fox, waiting outside, the Fire Manito asked him his
errand. The Fox told him that the grasses were to be killed in the
morning, unless something was done to save them.
The Manito went to the back of his cave and brought out a heap of
black stones. There was no light in them. He told the Fox about
them.
“They came from the depths of the earth,” he said. “The Great
Spirit mixed a million sunbeams in each. Then he hid them in the
earth until they should be needed to give heat and light to man. Now
we will use the black stones to save the grasses.”
The Manito heated the stones in his wood fire and they glowed like
red rubies. He sent the Fox ahead to tell the grasses to be brave.
He, himself, followed with his arms full of the glowing stones which
did not burn him because he was the Fire Manito.
The hunters had arisen early and waited at the foot of the hill,
ready to rush up and tear up the grasses. But the Manito laid the
brightly burning stones in a circle about the hill. The hunters were not
able to get through. It was a ring of fire and it frightened them. They
had never seen burning coals before. They went back to their camp
and the grasses were safe, for the coals burned to ashes without
touching them.
The grasses soon found their voices again, and they have been
talking to their friends, the animals, ever since. In the summer they
tell the Field Mouse and the Hare where to hide safely. In the spring
they tell the Deer that they are fresh and green for his food. When it
is winter, a few of the grasses stand up, stiff and tall, above the snow
as the lone gray Wolf runs by. They guide him to food. In the fall the
whispering of the dry grasses helps the Fox to double his trail so that
no one may catch him.
Who of you have heard the voices of the grasses?
 HOW THE FOX
PLAYED HERDSMAN.

Once upon a time there was a little old woman who had a farm of
her very own with sheep, and cows, and swine. But the little old
woman was so busy making butter and minding the dairy that she
had no time to look after the herds.
One fine morning she started out to hire a herdsman. Now she
had not gone very far when she met a bear.
“Whither away, Goody?” asked Bruin of the little old woman.
“Oh, I am off to engage a herdsman for my farm,” said Goody in
reply.
“Why not hire me, Goody?” asked Bruin.
“Can you call the flocks at evening?” asked the little old woman.
“You should just hear me,” said Bruin, and he called in a very loud
and gruff voice, “OW, OW.”
“No, no, I won’t have you,” said the little old woman as soon as
she heard his gruff voice, and off she went on her way.
She had not gone a day’s journey farther when she met a wolf.
“Whither away, Goody?” asked the wolf of the little old woman.
“Oh, I am off to engage a herdsman for my farm,” said Goody.
“Why not hire me, Goody?” asked the wolf.
“Can you call the flocks at evening?” asked the little old woman.
 “You should just hear me,” said the wolf, and he called in a shrill
voice, “UH, UH.”
“No, no,” said the little old woman as soon as she heard that, and
off she went on her way.
But before the end of another day’s journey, whom should the little
old woman meet but Brother Fox, sitting beside a blackberry bush,
and sunning himself.
“Whither away, Goody?” asked Brother Fox.
“Oh, I am off to engage a herdsman for my farm,” said Goody in
reply.
“Why not hire me, Goody?” said Brother Fox.
“Can you call the flocks at evening?” asked the little old woman.
“Ah, you should hear me,” said Brother Fox. He opened his mouth
very wide, and sang in a sweet voice:
“Tum-ti-ti, tum-ti-ti-tra-la-la.”
“You will do very well,” said the little old woman, quite carried away
with the fox’s sweet singing. “You shall come home with me, and be
my herdsman.”
Things went very well for a little while at the farm. Early each
morning Brother Fox led the sheep and the cows and the swine to
pasture, and at night he led them home again, and locked the barn,
and bolted the pigpen.
But, somehow, after a week, the flocks and the herds seemed
smaller each night when the little old woman went out to make the
rounds of the farm.
“Where is the small black pig?” she asked of Brother Fox.
“Loitering in the meadow,” said Brother Fox, wiping his mouth with
his paw.
“Where is the old ram?” asked the little old woman.
 “He stops behind at the brook,” said Brother Fox, turning his head
away that Goody might not see him laughing.
So Goody went back to the dairy, and she wondered and
wondered what made the flocks grow smaller.
At last she had churned enough butter to make a fine cake and
she went out to the poultry roost for eggs with which to enrich it.
Alas, such a hubbub, and cackling, and fussing did she find.
The cock stood on the pump, crying loudly, “Cock-a-doodle-do.”
The hens ran about cackling, and out of their midst walked Brother
Fox with a chicken over his back, and his hat full of eggs.
And as he went along he sang to all the poultry yard:

“Tum-ti-ti, Tum-ti-ti,
Tum, tum, ti,
Old Goody’s herdsman,
Sly Reynard, am I.”

“Well, it’s certainly a very poor herdsman you are,” cried the little
old woman. “Where is the small black pig? Where is the old ram?”
She ran after Brother Fox, who dropped his eggs and broke every
one, and tipped over the churn as he passed the dairy. The little old
woman picked up the dasher, and would have beaten Brother Fox,
but he was too quick for her, and reached the woods, with a drop of
cream on the tip end of his tail.
So the little old woman learned what had become of her herds,
and Brother Fox was never able to get that cream from off his tail,
The tip end has been white ever since he played at being a
herdsman.
 MR. ELEPHANT
AND MR. FROG.

Once upon a time, when Mr. Elephant and Mr. Frog lived together
in the same wood with Mr. Fox and Mr. Tiger and Mr. Hare and Mr.
Lion, the animals were all very good friends.
Mr. Elephant was very, very big, and Mr. Frog was very, very little,
but every day they went walking together, Mr. Elephant going in
front, tramp, tramp, tramp; and Mr. Frog going on behind, hop, hop,
hop.
One night when they came home, Mr. Hare, who was a saucy little
fellow, ran to meet them, and he said:
“Oho, Mr. Frog says Mr. Elephant is his horse.”
Then Mr. Fox and Mr. Tiger and Mr. Lion all followed after Mr.
Hare, crying:
“Oho, oho, Mr. Elephant is Mr. Frog’s horse.”
Mr. Elephant turned around, and he said in a very gruff voice to
Mr. Frog:
“Did you tell them, grandson, that I was your horse?”
And Mr. Frog said in a high, squeaky voice:
“No, no, grandfather.”
But all the time Mr. Frog was thinking of a trick to play on Mr.
Elephant.
The next day, Mr. Elephant and Mr. Frog started off for a long walk.
Mr. Frog had heard of a place where the swamps were deep and