Translating sustainability in the

Columbus community

EnvEng 5170

Prepared for April 15th, 2019 by:

Victor Amesoeder, Iona Campbell, Michael Recupero,

John Schlichting, Haleigh Staugler

Submitted to Kent Halloran

Executive Summary

Sustainability combines the societal, economic, and environmental components of decision

making and works towards improving the overall lifestyles of people in a community. Through

proper analyses of these three facets, a sustainable choice can be made and can provide the

community with a product, commodity, or enhanced living condition. The societal backbone of

communities across the world is education, as such it is crucial that students are encouraged to

engage with sustainable living and are afforded the opportunity learn how to make sustainable

changes. In the presence of unsustainable solutions, students do not learn simple everyday

sustainable practices that help benefit the collective of humanity– whether that includes

practicing healthy eating habits, learning to compost, becoming more aware of water usage, or

exploring what is unknown. It is paramount that the education system places sustainability at the

forefront of their modern day curriculum and in order to do this, districts must explore the impact

of their decisions on the well-being of society, the health of the environment, and their own

economy. Westland High School is no exception to the principles of sustainability. The

1,526-student high school demonstrates some sustainable choices and shows great potential to

expand to many other domains within sustainability. The current programs are just above

bare-minimum but indicate community involvement. Several detailed suggestions examining the

societal, economical, and environmental impacts on the WHS community will be discussed in

this report.

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Table of Contents

Executive Summary (Page 1)

Introduction/Background (Page 3 - 4)

Project Proposals (Page 5 - 18)

Conclusion (Page 19)

Works Cited (Page 20 - 22)

Appendix A: Figures ( Page 23 - 32)

Appendix B: Tables (Page 33 - 34)

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Introduction & Background

Westland High School (WHS) is a moderate sized school serving a diverse student body of 1,526

students located within the South-western City Schools District (SWCSD). Almost 15% of

students at Westland are Limited English Proficiency (LEPs); the school recognizes the need for

translation and interpretation services (T&I) and provides these services as required by Executive

Order 13166, Title VI of the Civil Rights Act of 1964, and the establishment of “meaningful

access” in ​Lau v. Nichols 1974.​ Language and cultural barriers can cause misunderstandings

between students and staff that impede the quality of education received, even leading to

confusion between parents and faculty; resulting in conflicting plans for a student’s academic

growth. The SWCSD generally provides T&I services in Spanish and Somali (with additional

languages available upon request or expected demand), for enrollment and registration forms,

student flyers, parent-teacher conferences, and at public events for the South-western

community. In total, 75+ languages are spoken within the district, with 14% enrolled in the

English as a Second Language (ESL) program. According to program coordinator Ed Kennedy,

“There is not a building in the district that is not touched by EL. The program is based on making

sure these students are held to the same rigorous academic standard as any other student.... the

challenge is to make the input comprehensible, but not in a way that damages the rigor. We

recognize we have more work to do and, as a department, we look to improve.” This project will

deliver Spanish translation services for selected documents, propose alternative systems based on

engineering principles of sustainability, and engage WHS students and the community of the

SWCSD with a program to increase pollution awareness and educate for sustainability.

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This report analyzes the societal, economical, and environmental systems of WHS. This report

proposes systems to divert waste while reducing energy and water consumption within the

Westland High School community. Currently, the school does not have adequate storage for its

recyclables (Figure 1) nor does it have a multi-waste distribution system (Figure 2). The school

provides a student-greenhouse (Figure 3) for therapeutic services; however, the greenhouse could

greatly benefit from composting. Sorting food within a waste distribution system reduces

contamination rates and improves appropriate collection. The school was built in 1970 and while

there have been substantial renovations since: the 70s design obtrudes on the district’s

sustainable efforts with rebuilt building designs. The SWCSD spent ~$260 million to fulfill

contracts with the Ohio Facilities Construction Commission (OFCC) to renovate or rebuild

several South-Western City schools in 2016, the budget for Franklin Heights High School alone

was $40,868,176.16. This report assumes that within the next 10 years the district will propose a

contract with the OFCC to rebuild WHS. The cost of the systems proposed are made under the

assumption of being implemented as standalone costs and briefly mention the reduced cost if

implemented while rebuilding. This report emphasizes the societal impact of T&Is in WHS while

developing students’ abilities to critically apply the principles of sustainability and creating

opportunities to practice sustainable living. This report will be used to expand upon the ongoing

relationship between OSU students and the SWCSD. This report is intended to provide design

proposals for alternative systems and to start a conversation to build a sustainable long-lasting

pathway between the South-Western community and The Ohio State University undergraduate

community.

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Project Proposals

Educational Recycling Program

The following is a program to increase student awareness and engagement with recycling

plastic waste; it emphasizes the societal and environmental aspects of sustainability. This

program utilizes archives of free online resources to engage community members with

information regarding their communities’ recycling efforts. This program was developed by a

student-led recycling group called Buckeye Precious Plastic (BPP). This group has been given

the initiative from the Ford C3 grant to connect with the Columbus community. To provide

greater access and engagement, the program materials will be translated into Spanish and

translations for Somali will be sought. Thus far, the program materials developed include demos

with plastic bags (Figure 4), demos with plastic bottles (Figure 5), small-scale machines

designed to create a community-based materials recovery facility (MRF) (Figures 6 - 9), and

online interactive educational materials on sustainability in Ohio.

This program would promote sustainable living through hands-on activities designed to

show value in plastic waste. The program objective is to provide information to the Columbus

community on ways to improve current systems and achieve sustainable solutions. In doing so, a

participant in this program will understand the principles of sustainability, how they apply to

recycling, and ideally be empowered to make sustainable decisions or alterations within their

lifestyles. A sustainable community relies upon the collaborative actions of all its societal,

environmental, and economical actors to achieve the common benefit of sustainable living. This

program would connect the Latino community with the OSU community: in observing the

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foundational work of the Interpreters for the Medical Profession through Advanced Curriculum

and Teaching (IMPACT) program and the Latinx Space for Enrichment and Research (LASER)

program at OSU the need to prepare WHS students for college becomes apparent. This program

would equip students with the ideological framework to critically apply sustainable principles to

any given engineering or design challenge. Thus, students with STEM inclinations in WHS will

be provided opportunities to connect with the OSU community. The program intends to

collaborate with SWCSD to better prepare materials for STEM oriented students in regard to

applying for college and living sustainably.

Composting

A major contributor to municipal solid waste (MSW) in the US is food waste. According

to the US EPA, in 2018 about fifteen percent of MSW was food (1). A key goal in sustainability

is to take something considered to be waste and find a use for it instead of dumping it in a

landfill.​ ​Composting does a great job of this. It collects food scraps- fruit peels, coffee grounds,

egg shells, cotton products, cardboard, and others item and decomposes them into a mixture than

can be used as fertilizer. It is estimated that each person produces 4.5 pounds of waste per day

and 15% of this is compostable food waste. Students roughly eat one third of their meals at

school so the average potential waste savings per student is 0.225 pounds of waste per day. For

the total student body students this could be a potential of roughly 729,270lbs of waste over five

years diverted from landfills and made into a useful product. This fertilizer made from compost

is very useful for farmers and gardeners to grow their crops and plants. It is nutrient rich from all

the decomposed organic matter and conditions the soil so that less water is needed. This helps to

conserve water and electricity because one does not have to water their crops as much.

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 Composting at WHS would not only reduce their waste, but also teach students about

environmental protection (Figure 10). There is currently no compost system at WHS, but it

would be easy to implement one. They could purchase a large compost bin and place it outside

near their greenhouse on the grass for a minimal cost. Most the food waste is generated at a

school during lunch, so it makes sense to focus on the cafeteria. Each day at lunch they could

have a bin next to the trash can labeled “Compost” and have a list of compostable items for

students to place in it. Students in the pre-existing gardening program would oversee taking the

compost to the outdoors pile every day. They would maintain it by turning it once a month and

ensuring it stays moist to aid in the decomposition process. This process of composting during

lunch will help students learn about waste generation and the importance to minimize it.

The compost program would have minimal costs compared to the estimated benefits. A

large 100-gallon compost bin could be purchased for $100 and small bins for inside the cafeteria

could be purchased for $20 each. If four bins are purchased for inside the cafeteria, the total

monetary cost of implementing this would be just under $200 (Amazon). Students in the existing

greenhouse program could oversee the compost program, so no additional staff would need to be

hired. After about one year of daily compost collection, the compost would be ready to use. It is

estimated that compost can save $550 per cubic yard per year when compared to purchasing

fertilizer for plants from a supplier (4). This could mean immense monetary savings estimated at

$3,000 over five years.

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Gardens for Food

WHS could expand their greenhouse program by starting to grow their own fruits and

vegetables to serve with lunch. There is already an existing group of students who work in the

greenhouse and thus they could expand the work they do easily by recruiting more students.

Growing their own seasonal vegetables would teach students about fresh and organic foods. One

of the missions on the school’s website is “​the District shall encourage students to increase their

consumption of healthful foods during the school day.” However, their menu does not reflect the

healthiest options including items such as cheeseburgers, pizza, and corn dogs (8). This is

understandably related to the school’s budget and the fact that fresh foods are more expensive

which is why home grown is a great option. Overall, this would help teach students about healthy

diets and nutrition which is an important life skill.

Table 1: Money saved through growing own vegetables

table in store per of seeds per gs per pound Savings per Savings for school

yield n per year rs.

hini 5 789600

ce 6180800

n beans 7 729600

Savings 9700000

Assuming an average person eats 2,000lbs of vegetables per year

Split between zucchini, lettuce, green beans, that is 666lbs of each per year per person

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 2,000lbs vegetables/yr. / 3 types of vegetables = 666lbs per vegetable

Savings per pound= cost in store – cost of seed

Savings per year= savings per pound * 666lb/yr.

Savings for school in 5 yrs.= savings per year * (1/3 meals eaten in school) * # students * 180

days in school/ year * 5yrs

It is concluded that over 5 years the school could save ~$3,629,700,000 by growing all

their own vegetables instead of buying them from a distributor. Additionally, 62% of the students

at WHS are eligible for discounted lunches (Figure 11) which makes the garden option even

more economically appealing as lunches could be supplemented with grown vegetables.

However, this is maximum potential and would take a while to streamline the process to this

level of ideal efficiency. It must be noted that these are all rough estimates because price of

plants and seeds varies by season and location and productivity may be low the first year this is

implemented. Plus, this program could be subject to regulations needed to comply with FDA

standards.

WHS could use their own compost made to fertilize their soil and promote growth for

these plants. Growing your own food and using compost is good for soil because it keeps it

nourished with natural compounds instead of toxic fertilizers. Compost makes the soil more

nutrient rich meaning the plants need to be watered less This will save the school money and

reduce their electricity and water use. Moreover, getting food from a local source reduces carbon

emissions of delivery of the food. Importing foods from farmers is a huge contributor to Co2

emissions in the US, thus a shift to local sources is a way to reduce this. Eating more vegetables

and shifting towards a plant-based diet helps to reduce Co2 emissions. “A vegetarian diet greatly

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reduces an individual’s carbon footprint but switching to less carbon intensive meats can have a

major impact as well. For example, replacing all beef consumption with chicken for one year

leads to an annual carbon footprint reduction of 882 pounds CO2 (11) (Figure 12). The

implementation of more readily available plant-based foods will help to educate students on

pollution concerns.

Rain Gardens

Placing small beds of shrubs and flowers around the school and parking lot could

significantly help in preventing rain runoff from flooding the sidewalks and parking lots. A

proposed outline of where shrubs would be most efficiently utilized is mapped out below in

Figure 13​, ​and the overall length of this space is about 1180 feet. Using this length, along with an

average cost of $40 per shrub, the school could expect to spend around $2000 depending on the

type of shrub and how many they want to plant. In addition to this, Figure 14 shows areas that

could potentially implement rain gardens. The total area of this space is about 66,826 square feet,

which provides the school with a lot of options. These gardens could capture runoff from the

roof and could societally provide an aesthetically pleasing view for students, faculty, and anyone

that travels to the school.

Solar Panels and Wind Turbines

The options for implementing solar panel energy in Columbus, Ohio can be a bit

more limited than other areas of the country. There are currently no large solar farms around the

city that Westland could pay to take energy from, and on top of that, the average energy cost in

Ohio is currently the lowest in the country at 8.8 cents per kilowatt-hour, making it harder to

save as much, if any, money on a solar panel system (16). The benefits of owning a solar panel

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system were beneficial enough to explore the possibility of building their own system on school

grounds, however. For one, the environmental impact of solar panels is immediately evident.

Every kilowatt-hour consumed by the school through fossil fuels potentially adds over half a

pound of CO​2 ​to the atmosphere (17). Another benefit of solar panels is the addition of value to

the school and unique educational opportunities to the students at the school by allowing them to

learn firsthand about renewable energy. This system would also allow the school to own their

energy amidst the growing energy costs in the nation as fossil fuels become less and less viable.

The cost-benefits of this system showed it not to be as beneficial as believed, however.

The number of kilowatt-hours consumed by the school each year could be estimated using

national averages, which state that schools generally use 10 kWh per square foot (18). Using the

Blueprint Project of Columbus (ArcGIS), the area of the school was estimated to 174,000 square

feet. Many schools that implement solar panel systems do not cover all their energy needs with

just the onsite solar system. Instead the solar system cuts down the energy they need to buy from

fossil fuels. For this analysis, a very large system of 50 kW was analyzed for the possibility of

Westland High School. With average Ohio solar panel costs and installation rates, this system

would cost the school approximately $179,000 to install (19). A system this size implemented at

other schools was found to produce around 60,000 kWh annually (17). Comparing this to the

1,740,000-kWh annual estimate, this system would only cover 3% of energy costs per year. Once

again using the national averages, schools are found to spend $0.67 per square foot on energy,

making Westland High School’s estimated monthly electricity bill $9715 (20). Using this cost

analysis, it is found that the solar panel system would not break even for almost forty-five years.

Since Westland High School is a relatively old school that would be looking at rebuilding

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relatively soon, it would not be in their best interest to start investing in a solar panel system at

this time; however, when more solid plans for a new school building are discussed, a long term

plant for a building a solar system could be reexamined and assessed.

Advanced and Natural Lighting

When the group visited WHS, it was noticeable that the school was utilizing

fluorescent lights throughout the school. Therefore, the option of retrofitting many of these lights

with LED lights was analyzed as a potential sustainable action for the school. LED lights have

many advantages in a school setting. For one, they do not flicker when turn on, nor while they

are on in general; this has been proven to provide significant benefits to kids with autism. The

cool color of the LED lights has also been shown to assist with the concentration of kids with

ADHD or other learn disabilities in the classroom. More benefits of LED lights include the fact

the lights more accurately mimic sunlight; this helps in two ways: minimizing the effect of

seasonal depression on kids affected by the illness and aligning the students more with their

circadian rhythm to improve concentration abilities in the classroom (21).

The environmental benefits and economic benefits of retrofitting these lights go

hand and hand. Assuming fluorescent lights cost $2 a bulb and last ten years while LED lights

cost $7 a bulb and eighteen years, the analysis by Isleboro School which concluded that

retrofitting from fluorescent to LED lights saved approximately $1750 annually applies to WHS,

maintenance costs are $56 more annually for fluorescents than LEDs, and there was a light

fixture every twenty square feet with two bulbs in each fixture, a cost analysis was developed for

the implementation of LED lights throughout the school (22, 23). The cost to implement LED

lights throughout the entire school proved to be $20,000 more over the lifetime of a LED bulb;

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however, if a balance were found between retrofitting and maintaining the current system, some

savings and improvements could be made. This analysis then concluded that approximately

one-third of the school’s lights should be retrofitted with LED lights, thus saving the school

$15,000 over the course of a LED bulb lifetime. The lights to be retrofitted could be those in

rooms with the most use and the highest amount of traffic (cafeteria, gymnasium, hallways, etc.)

or in rooms that affect the students and their academics the most (classrooms). Either way, this

retrofit could reduce the amount of energy used for lighting in the school by one-sixth and save

the school a bit of money over the course of eighteen years.

Natural lighting and daylighting have also proven to have significant impacts on

student performances in schools. This information supports the idea that upon improving student

learning conditions, the actual learning improves as well. According to the Department of

Energy, daylighting in schools (or providing so much daylight into classrooms that artificial

lighting is hardly needed) can improve student performance by upwards of 20% and save tens of

thousands of dollars annually (24). Implementing this kind of idea in an already existing school

can prove to be structurally difficult and incredibly expensive, however. Therefore, it is the

recommendation of the group that when a new school is in progress of being developed,

daylighting is integrated well into the design. On average, the upfront cost of daylighting is

around $0.25 per square foot more than normal lighting; however, through heating and energy

costs, the annual savings from this technology average around $0.15 per square foot (25).

Therefore, the daylighting would pay for itself within two years of the construction of the school

and would have massive impacts on the performance of the students. This is an incredibly viable

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and sustainable option for a future school building; however, for the school in its current state, it

would not be a sustainable action.

Expanding the greenhouse program

WHS has a 200 by 100-foot greenhouse located next to it, and currently has a program

where students with special needs or anger management issues are calmed and given the

responsibility to take care of the greenhouse plants. The group likes that these students are being

immersed in nature and would suggest expanding the greenhouse so it could serve as a

communal greenhouse after school hours. Integrating the entire community in the efforts of the

greenhouse will not only provide people with a potentially enjoyable activity, but it provides the

opportunity to learn and invest into something that makes their own community more

sustainable. The district already promotes the use of its facilities by the public and provides

forms to request public access; however, no such form exists for the greenhouse. Providing this

opportunity to the community would follow the form’s guidelines and would not significantly

alter the costs that the district already pays for the greenhouse. In addition to this, there is already

plenty of parking available outside of the greenhouse so nothing would need to be adjusted

involving the influx of people. See Tables 3 and 4 for further data. Based on this data, the group

recommends extending the greenhouse’s hours of operation to allow access to all community

members to this experience.

Non-accessible green roof

In order to help control stormwater, a green roof was considered for a part of the school.

Having a completely flat room made this seem like it would not prove to be too much trouble;

however, after proposing this initial thought to a faculty member, it was advised against giving

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students access to the roof. Because of this, a faculty-managed green roof was considered. If this

were to be constructed, it would cost approximately $25 per square foot and about $1.50 per

square foot for maintenance. However, the overall value of a green roof would be limited to the

environmental effects it provides since there would be little to no societal impact apart from the

faculty members that would be managing it. Therefore, it is not suggested that a green roof is

constructed on the roof at WHS, as there are other, cheaper ways to redirect rainwater.

Sarah Murton, an Office Administrator, did mention possible plans to rebuild WHS.

While rebuilding, a non-accessible green roof could be constructed during the construction of the

school. In doing so, the operation costs for the green roof installation would be spread across the

cost to rebuild. Sarah Murton expressed student safety concerns about a traditional green roof

access. A non-accessible green roof provides the environmental benefits of a green roof, such as

insulation effects, while only allowing faculty to enjoy the space during their free time; thus,

addressing societal benefit and student safety. The school could choose how big or how small to

make it, but since there are no building plans of a new school currently, it is difficult to suggest

an appropriate design.

Parking Alternatives

At Westland, there is currently an overabundance of parking spots directly surrounding

the building and within the walking vicinity of the school. There are currently about 800 parking

spaces in the surrounding parking lots while less than 100 cars are parked on the property on a

daily average. Of the 4.8 million square feet surrounding the school area, more than 25% of this

land is designated as impervious space (Figure 15). The main reason for this excess parking is

for community sports games and events. However, within a square mile of the high school, there

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are a middle school, elementary school and a community center with a total of nine additionally

lots (Figure 16). These buildings have the capacity to hold the desired amount of people for these

sporting events, while still being able to remove parking space surrounding the high school.

Proposed alternatives to parking on high school property would include biking or using

the bus which stops at a park and ride just north of the school. The proposed renovation area

would be the parking lot behind the school that is next to the greenhouse. This would provide

much more room to develop greenhouse programs, implement a rain/food gardens and make

compost. Creating a green space from the existing parking lot will also add to groundwater flows

and give students a larger area to socialize before and after class. If the school plans on

renovating soon to revamp the school, then using gravel or a semipermeable material would be

sufficient for the parking lot so that rain and other runoff can seep into the ground more easily.

This would also be significantly cheaper than pavement installation as well, as you would have

the cost of the gravel and the costs associated with leveling the gravel.

Greywater Systems and Rain Barrels

Implementing a greywater system at WHS would be the first water reclamation system

installed at the school. The average person consumes ~70 gallons of water for drinking, cooking,

bathing, and laboratory uses within the United States. Early sewer systems were built in the late

1800s and generally routed both sewage and stormwater using the same pipes resulting in

Combined Sewer Overflows (CSOs) during periods of heavy rain (27). Greywater systems

utilize once-consumed water for a second time; almost 65% of a building’s water is greywater

due to the many sources of greywater including sinks, showers, dishwashers, and washing

machines (26). When designing a greywater system, it is imperative to include systems to avoid

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contamination from human waste, food scraps, drain cleaners, and from contact with surface

waters due to microbes. The basic steps to design a greywater system include; estimating

greywater flow, estimating soil adsorption capacity which is achieved through a soil ribbon test

or a drainage test (Table 5), and calculating necessary size of mulch basins. Due to the need for

additional pipes for the greywater system; the estimated cost of implementation far exceeds the

estimated benefit of the system. Therefore, it is recommended that a greywater system be

installed only when rebuilding the school. The environmental benefits attributed to greywater

systems include stormwater control; this would aid the overall health of the district’s water

systems.

Along similar lines, implementing a rain barrel system at WHS would help control

stormwater runoff while creating an opportunity to teach students about water conservation.

Many students do not realize that water is a valuable resource that needs to be conserved. This is

largely because WHS is in Ohio which has one of the largest supplies of freshwater in the world

nearby from the great lakes. Columbus is extremely close to Lake Erie which alone provides

drinking water for 11 million alone. Other parts of the world are not so lucky though and

experience droughts and need to conserve fresh water. Even worse, 844 million people

worldwide do not even have access to safe drinking water (29). Having a rain barrel, would

educate students on the fact that fresh safe drinking water is not an unlimited resource and should

be treated as such. Rain barrels provide a large source of free water that can then be used to

water plants/ crops, fill water features like fountains, and washing items such as cars. Rain

barrels range in cost but some can be as low as $50. The city of Columbus has a program in

which citizens can buy $55 rain barrels from them (Figure 17). The EPA determined that using

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rain barrels can save homeowners about $35 per month on their water bill (1). Assuming,​ ​1 rain

barrel= $55, the money saved over 5 yrs. on water bill = amount per month* 12 months/ 1 yr. *

5yrs = $35/ month * 12 * 5= ​$2,100

Rain Barrels are a great way to aid in conserving waste amongst other benefits. Rain

barrels sit on the side of a building and collect the runoff water from the roof when it rains. The

water can then be used for many things, including watering gardens at WHS. Rain water is better

for plants than municipal water because it is free of disinfecting chemicals like chlorine (2).

Furthermore, rain barrels collect stormwater runoff from roofs and prevent it from traveling

further. Runoff can cause floods in streets and pick up nasty chemicals and transport them into

rivers and streams. This can lead to safety hazards in drinking water and eutrophication and

harmful algal blooms in water systems (12).

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Conclusion

Based on a tour of Westland High School and the insights gained from speaking with WHS

community members; it was observed that WHS has the potential to implement sustainable

solutions. They have a few systems in place, such as an existing gardening program and small

recycling program, that demonstrate the school’s and student body’s willingness to apply

sustainable practices. However, there is much room for improvement as is outlined in the project

proposals of this report. The implementation of compost and rain barrel systems in conjunction

with the student-led greenhouse program is highly recommended. Common problems for

building-wide composting, such as utilizing a finished composted product, are resolved by

having greenhouse. This serves as an accessible point to apply the composted product; students

will directly benefit from vegetables grown in their own gardens. Retrofitting one-third of the

school’s fluorescent lights with LED lights has the potential to save the school money, while also

have a significant impact on the students’ health and ability to fully function in the school. It is

recommended that the school seek to implement LED lighting. This report is written with the

intention to provide WHS and the SWCSD with alternative systems based on the principles of

sustainability while laying the foundation of a sustainable conversation between the Latino

community in SWC and the undergraduate community of The Ohio State University.

See Figure 21 for a graphical overview of the report’s proposed systems.

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getbusygardening.com/benefits-of-a-rain-barrel/.

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www.columbus.gov/Templates/Detail.aspx?id=44201.

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Cheapism​, 30 Apr. 2016,

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2017, www.pca.state.mn.us/living-green/capturing-rainwater-and-preventing-runoff.

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misc/lowermaintenancewithled.pdf

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Appendix A: Figures

Figure 1 - WHS Recycling System

Figure 2 - WHS Solid/Paper Waste System

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Figure 3 - WHS Student Greenhouse

Figure 4 - Plastic Fabric Demo - BPP

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 Figure 5 - Bottle Rope Demo - BPP

Figure 6 - The Compressor MRF - BPP

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Figure 7 - The Extruder MRF - BPP

Figure 8 - The Injector MRF - BPP

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 Figure 9 - The Shredder MRF - BPP

Figure 10: How composting and gardening interact (1)

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Figure 11: Percentage of Students that qualify for free lunches through NSLP

Figure 12: CO2 pollution potential associated with different foods

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 Figure 13: Outline of area to plant shrubs

Figure 14: Potential places for rain gardens

Figure 15: Land Distribution Surrounding Westland High School

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Figure 16: Distribution of Impervious Land Surrounding Westland High School

Figure 17: Rain Barrels for sale by City Of Columbus

Figure 18: Percentage of Hispanic Students at WHS

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 Figure 19: Percentage of Non-White Students at WHS

Figure 20: Regimented Lunches Provided In Public Schools

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Figure 21: Overview of proposed systems at WHS

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Appendix B: Tables

Table 2: Student Enrollment Information at Westland High School

School 2017-2018 School

Student
LEA Organization Year Year
Race
Metrics Enrollment
Asian 58.7
Black, Non-Hispanic 367.9
South-Western 04480 Westland High
061333 Hispanic 507.5
City 0 School
Multiracial 74.3
White, Non-Hispanic 781.6

Table 3: Area of Surrounding Land Near Westland High School

Material Area (Square Feet)

Green 2,502,619

Residential 1,018,376

Impervious 1,304,185

Table 4: Area of Impervious Land Near Westland High School

Impervious Material Area (Square Feet)

Westland High School Parking 363,000

Graham Parking 71,475

Norton Parking 93,601

Community Center 39,785

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 Table 5 - Minimum Irrigation Area for Different Soil Types

Soil Type Area needed to Infiltrate (ft^2)

Coarse sand or gravel 0.2

Fine sand 0.25

Sandy loam 0.4

Sandy clay 0.6

Clay with lots of gravel 0.9

Clay with small amounts of gravel 60

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