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Ini Li Kevin Luke Eugene Yao Jason Eckstein Team Leader: Ini Li Team Advisor: Emily Persson Submission Date: December 11, 2006
Mike Aronov, Ini Li, Kevin Luke, Eugene Yao, Jason Eckstein Team 6: Interior & Exterior Landscaping and Horticulture Advisor: Emily Persson Final Design Report December 11, 2006 Table of Contents
SECTION 1: EXECUTIVE SUMMARY .................................................................................... 3 SECTION 2: PROJECT DESCRIPTION................................................................................... 4 DESCRIPTION OF GATEWAY COURSE AND SERVICE-LEARNING PROGRAM .............................. 4 DESCRIPTION OF TEAMS ORGANIZATION ................................................................................... 4 DESCRIPTION OF COMMUNITY PARTNER ..................................................................................... 5 DESCRIPTION OF PRESENTED PROBLEM ...................................................................................... 6 FORMAL PROBLEM STATEMENT ................................................................................................... 7 NARRATIVE DESCRIPTION OF FUNCTIONAL REQUIREMENTS AND CONSTRAINTS.................... 8 DESCRIPTION OF EVOLUTION OF DESIGN .................................................................................... 9 DEFINING THE PROBLEM.................................................................................................................. 9 FORMULATING SOLUTIONS .............................................................................................................. 9 DEVELOPING MODELS/PROTOTYPES ............................................................................................. 10 IMPLEMENTING, TESTING, MODIFYING, AND PRESENTING THE FINAL DESIGN ............................ 10 SECTION 3: TRANSITION PLAN AND PROJECT DOCUMENTATION........................ 12 CONNECTION TO PRIOR WORK AND EXPANSION OF SOLUTION ............................................... 12 DOCUMENTATION FOR DUPLICATION OF PROCESS ................................................................... 12 DOCUMENTATION FOR USE AND MAINTENANCE OF SOLUTION ............................................... 13 PICTURES, DIAGRAMS, TECHNICAL DRAWINGS, ETC ................................................................ 14 SECTION 4: CONCLUSIONS AND RECOMMENDATIONS ............................................. 15 SECTION 5: APPENDICES....................................................................................................... 16 APPENDIX A: PRODUCT DESIGN SPECIFICATIONS ..................................................................... 16 APPENDIX B: GANTT CHART ....................................................................................................... 20 APPENDIX C: TECHNICAL SPECIFICATIONS (MAYA)................................................................. 21 APPENDIX DA: BUDGET INFORMATION AND LIST OF MATERIALS ........................................... 23 APPENDIX DB: ALPHABETIZED LIST OF ALL PLANTS ............................................................... 25 APPENDIX DC: PLANT DESCRIPTIONS FOR HIGHLY RECOMMENDED PLANTS ....................... 26 APPENDIX DD: NOTES ON OTHER PLANTS ................................................................................. 30 APPENDIX E: PHOTOGRAPHS ILLUSTRATING THE TEAM EXPERIENCE ................................... 35 APPENDIX FA: IDEAS FOR HORTICULTURE ACTIVITIES FOR STUDENTS ................................. 36 APPENDIX FB: PLANTING DETAILS FOR SOME VEGETABLES ................................................... 39 APPENDIX FC: DETAILS FOR STARTING AN AVACADO TREE .................................................... 40 APPENDIX FD: GUIDELINES FOR CARE OF PLANTS ................................................................... 42 APPENDIX FG: SEASONAL ACTIVITIES ....................................................................................... 53 APPENDIX G: REFERENCES CONSULTED FOR PROJECT............................................................ 54 APPENDIX H: COPY OF POWERPOINT SLIDES............................................................................ 55
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Mike Aronov, Ini Li, Kevin Luke, Eugene Yao, Jason Eckstein Team 6: Interior & Exterior Landscaping and Horticulture Advisor: Emily Persson Final Design Report December 11, 2006
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Mike Aronov, Ini Li, Kevin Luke, Eugene Yao, Jason Eckstein Team 6: Interior & Exterior Landscaping and Horticulture Advisor: Emily Persson Final Design Report December 11, 2006
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Mike Aronov, Ini Li, Kevin Luke, Eugene Yao, Jason Eckstein Team 6: Interior & Exterior Landscaping and Horticulture Advisor: Emily Persson Final Design Report December 11, 2006 Kevin was chosen as conflict manager because of his natural tendency to listen and think carefully before acting. The team felt that these skills were essential to a conflict manager because in the event of conflict, rash action can exacerbate rather than ameliorate the situation. However, by listening carefully, a conflict manager can discover the true root of the conflict, and then act carefully to eliminate the foundation of the conflict, rather than merely cover up a conflict. Mike agreed to take on the role of being the groups process observer. His role is to sit back at times and watch how each individual interacts with each other. Since he has to observe the members interactions, he also acts as the group scribe. By jotting down what each individual says, he can also focus on his or her behavior. In addition to watching individuals, he also has to watch the group as a whole to make sure all members stay professional and efficient. Jason volunteered for the position of time keeper. He plans on making sure the group does not stay in meetings for longer than an hour and thirty minutes. The group has set this amount of time as a limit because the group has decided that passed that time we will no longer be efficient. If our time working with the group in one sitting exceeds this, each individuals willingness to stay on task will be greatly decreased, and it will be more difficult for the group as a whole to work together efficiently and cooperatively. The Time Keeper will work with the Secondary Facilitator, in addition to the Process Observer, to keep the group on task and to make sure the group is using the time efficiently.
Mike Aronov, Ini Li, Kevin Luke, Eugene Yao, Jason Eckstein Team 6: Interior & Exterior Landscaping and Horticulture Advisor: Emily Persson Final Design Report December 11, 2006 There was a team who worked on our project in the summer although they were responsible for interior design as well which has been delegated to a separate team this term. These students were high school students who attended a shortened version of the Gateway Lab course. They completed preliminary research and had just moved on to product design. They provided recommendations that were based primarily on the therapeutic nature of plants but not on the functional needs of the greenhouse. They also did not provide written explanations for how they arrived at their conclusions or why they chose the particular plants they did. As a result, many of the recommendations in their report are not plausible to implement or easy to understand.
Mike Aronov, Ini Li, Kevin Luke, Eugene Yao, Jason Eckstein Team 6: Interior & Exterior Landscaping and Horticulture Advisor: Emily Persson Final Design Report December 11, 2006 participants in the operation of the greenhouse, which means that the plants must be able to be cultivated by the students. Our understanding of the problem had changed from the summer team idea of focusing primarily on plants that would provide sensory therapy to a focus on usable and durable plants. Due to the nature of the disabilities of the students, however, the plants and therapeutic activities need have to be varied. According to the assistant principal of the school, the students are split up into two types of disabilities: those who can function normally physically, but are disabled cognitively, and those who have severe physical impairments that require the use of a wheelchair. One of the largest problems that would arise from this stark contrast of disabilities is need to cater to all of the different kinds of students in one class period without alienating some of them. Though one student could, for instance, maintain a more complex and fragile plant, another student could only be able to handle a very sturdy and robust plant. For the more physically advanced student, dealing with more robust plants could be rather dull or unchallenging. It would be difficult to challenge those with a larger range of motor abilities and to also allow those with impaired motor abilities to do the same or similar activities. Another problem that our Horticulture team realized needed to be considered after the client meeting was the wide variety of allergies the students may have. Because of their physical condition, the students are more prone to such environmental factors, and having a certain type of plant in the greenhouse that they are allergic to could be devastating to the condition of their health. We gained further insight into the problem by speaking to the Rusk institute to gain insight into how they organize plants in their greenhouse and conducted activities. We learned that the problem also involved building a social environment and prevocational skills such as working in groups and following sets of instructions. Rusk solved this problem by keeping plants in pots that can be easily transported to central work areas. That way, students can pick the plants they want to handle and easily move them to an area with other people. After speaking to the parents of Lauren Schwartz, we saw that they approved of our main design decisions. Taking into account these new areas of the problem that involved having functional plants and a setup that allowed students to work together easily, we developed the final problem statement, which can be found below.
Mike Aronov, Ini Li, Kevin Luke, Eugene Yao, Jason Eckstein Team 6: Interior & Exterior Landscaping and Horticulture Advisor: Emily Persson Final Design Report December 11, 2006 while providing a social, therapeutic, and educational environment. Our solution must provide a list of plants, which are easy to maintain by the students and faculty. In addition, these plants must also be used in activities that bring students with a wide range of physical and mental disabilities together in a social environment. These activities can also be group-oriented. These activities must also develop prevocational skills so the students can be more viable candidates for the job market upon graduation. Plants must therefore be robust enough to withstand daily handling by the students and grow successfully to give the students a rewarding experience. We must also provide some plants that provide olfactory, tactile, and/or visual stimulation for students who have limited to no ability to actively cultivate plants due to physical handicaps.
Mike Aronov, Ini Li, Kevin Luke, Eugene Yao, Jason Eckstein Team 6: Interior & Exterior Landscaping and Horticulture Advisor: Emily Persson Final Design Report December 11, 2006 from one supplier at a particular time. We must make sure that our design conforms to all ADA and public school requirements. We do not feel that any of our ideas warrant consideration for a patent since one of the strengths of our design is the use of conventional and realistic ideas based on the given the high level of development and success in the world of greenhouses and horticulture therapy.
Formulating Solutions
Initially, our team analyzed the work of the summer horticultural team. The summer teams solution was to maximize the therapeutic properties of each plant by grouping them into the following therapy categories: visual, olfactory, tactile, and taste. In the -9-
Mike Aronov, Ini Li, Kevin Luke, Eugene Yao, Jason Eckstein Team 6: Interior & Exterior Landscaping and Horticulture Advisor: Emily Persson Final Design Report December 11, 2006 greenhouse, the summer team planned to group plants of the same therapeutic property in the same area in order to create several sensory stimulation stations. These stations would consist of plant beds, where students could work with the plants. Our team initially felt that the summer team had a very good plan, and our early efforts focused on expanding this plan and working out the intricate details. However, our team began to doubt the effectiveness of the summer teams plan when one our team members, while researching disability therapy, discovered that disabled students received much more therapy from working together in a group than from actual sensory stimulation. Our doubts were verified when we met with therapists from The Rusk Institute of Rehabilitation Medicine. The therapists strongly emphasized the importance of learning how to work in groups, since this would be an essential life lesson that the students would take with them after leaving the school. On the contrary, when our team mentioned purely aesthetic plants, the Rusk therapists felt that hardy plants that the students could directly work with would better replace such plants. These findings drastically changed our plans. Our team completely abandoned the idea of therapeutic stations and plant beds. Instead, we decided a central work area would be the most functional plan. With a central workstation, several students would be grouped together. Since they would not always be able to directly ask a teacher or aid across the table, students would be forced to ask each other for help, developing group work abilities in the process. In addition, instead of placing plants in plant beds, our team decided to place most functional plants in pots. This would allow students to choose a plant to work on, and then bring the plant to the central work area. Finally, in terms of plant selection, we decided to choose robust plants that would be able to handle a variety of conditions, including minor mistreatment. Our finalized plan allowed students to gain the most therapy by developing group work abilities through interaction with other students. Aesthetic concerns could be met with hardy hanging plants and large pots on ground level with Ficus trees which are again easy to maintain and visually pleasing.
Developing Models/Prototypes
We learned from our Maya instructor, Jose, how to incorporate plants into Maya. We collaborated our design with the interior design team and created a preliminary 3Dimensional design of what the final greenhouse will look like. The distribution of the plants is not extremely important because the plants are in pots and not plant beds, so each individual plant is mobile and can be placed in any arrangement.
Mike Aronov, Ini Li, Kevin Luke, Eugene Yao, Jason Eckstein Team 6: Interior & Exterior Landscaping and Horticulture Advisor: Emily Persson Final Design Report December 11, 2006 detailed, we realized that the problem was much more complex. Providing a plant list was not a very simple task. In order to develop a methodology for choosing plants, we needed to choose plant attributes that would be most beneficial for the client. This was rather difficult because there were several plant attributes that tended to the clients needs, such as light, soil, durability, and sensory therapeutic value. Therefore, our team needed to develop a method to prioritize these qualities. Ultimately, we realized that it was more important for the greenhouse to be an active, usable place with plants that could be successfully cultivated by the students than a traditionally therapeutic space with expensive, exotic plants that could not be actively used by the students. Although providing a plant list was difficult, we realized that we could not simply produce a plant/material list and a vendor for the client. In order for the client to select among the plants from the plant list, we would need to provide recommendations for each plant. This involved much more detailed research and analysis. Finally, our team realized that the school would need an idea of what to do with the plants they have, so we decided to include a list of plant activities. Although we did not need to test our design, we did need to modify it greatly. A description of the evolution of our modifications is in the Formulating Solutions part of this report. In terms of presenting our design, we changed our presentation format for the final presentation. During the midterm presentation, we went into excessive detail of the problem and the restrictions on our solution. This took a large portion of the midterm presentation, which left only a little time to present our solution. However, for the final presentation, we decided to define the problem statement and our restrictions, and then use most of the time to explain our solution. In this part of the presentation, we would discuss our plant list, activities list, and a quick cost analysis. In addition, we decided to enhance our presentation by including a few live samples of recommended plants and a demonstration of a recommended activity. Our final presentation would give the client the most applicable information of our detailed design.
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Mike Aronov, Ini Li, Kevin Luke, Eugene Yao, Jason Eckstein Team 6: Interior & Exterior Landscaping and Horticulture Advisor: Emily Persson Final Design Report December 11, 2006
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Mike Aronov, Ini Li, Kevin Luke, Eugene Yao, Jason Eckstein Team 6: Interior & Exterior Landscaping and Horticulture Advisor: Emily Persson Final Design Report December 11, 2006
Mike Aronov, Ini Li, Kevin Luke, Eugene Yao, Jason Eckstein Team 6: Interior & Exterior Landscaping and Horticulture Advisor: Emily Persson Final Design Report December 11, 2006 Appendix Fa. Weeds should immediately be removed if noticed, although this is unlikely because the plants are grown in pots. It may also be necessary to cut branches of any trees if they grow out too far, as well as trim any hanging plants if they grow down too low. For additional instruction on particular plants, contact a preferred Vendor such as Angel Plants. All information pertaining to how many plants should be purchased can also be found in Appendix D along with materials list and cost estimations based on recommendations.
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Mike Aronov, Ini Li, Kevin Luke, Eugene Yao, Jason Eckstein Team 6: Interior & Exterior Landscaping and Horticulture Advisor: Emily Persson Final Design Report December 11, 2006
Mike Aronov, Ini Li, Kevin Luke, Eugene Yao, Jason Eckstein Team 6: Interior & Exterior Landscaping and Horticulture Advisor: Emily Persson Final Design Report December 11, 2006
Section 5: Appendices
Appendix A: Product Design Specifications
Product Title Horticulture and interior landscaping for PS 79M greenhouse Purpose To provide a therapeutic, aesthetic, and educational environment with plants that can be cultivated by the students at PS 79M. Special Features Potting benches that will be wheelchair accessible. Activities for students with limited or no ability to use their hands. Need for Product Many parents cannot afford to provide daily therapy for their children, so the greenhouse would provide free supplementary therapy. Having the opportunity to work in a new environment with plants on a daily basis will reduce stress and provide a more pleasant school environment. Many students rely on school to provide their only social interaction with other students. The greenhouse will aid in developing that social environment by allowing students to work in groups. Many of the students will have difficulty obtaining employment after graduation; through group projects in the greenhouse, students will develop the ability to work in groups, follow a specific set of instructions, and produce a final product All of these prevocational skills will make the students more viable job candidates. Some students will benefit specifically by gaining horticulture skills in the greenhouse which may be immediately used in the gardening industry upon graduation Functional Performance The greenhouse will be the location of daily classes throughout the year, so at all times of the year plants must be available for cultivation and other handling. Plant distribution must be limited to the space designated by the interior design team and be organized in such a way as to allow all of the students present during a given class period to be occupied. From their numbers we estimate approximately 300 potted plants and three to five large pots for trees. Plants will be used frequently and possibly handled roughly, so plants must be robust enough to withstand abuse. The plants chosen must provide therapy through sensory stimulation and hands-on activity. Safety No poisonous or commonly allergic plants can be present given that students will be handling the plants daily and may attempt to ingest them. Plants should be labeled properly if they have dangerous thorns or needles. -16-
Mike Aronov, Ini Li, Kevin Luke, Eugene Yao, Jason Eckstein Team 6: Interior & Exterior Landscaping and Horticulture Advisor: Emily Persson Final Design Report December 11, 2006 Quality We will provide plant descriptions to the safety and signage team so that they can provide educational material and fulfill an important requirement for the greenhouse. Plants must be resistant to disease to minimize maintenance difficulties for the school. There must be a base population of plants that germinate easily and require minimal maintenance to prevent deterioration of the greenhouse environment during times when the school may not be able to provide proper maintenance. The reasons for this situation could be insufficient funding or a learning period when the students are still developing proper maintenance skills. Manufacturing Reliable suppliers must be chosen so that the school can replenish their supply of plants and soil as needed. If the school builds a relationship with a particular supplier, they may be able to have discounts in future purchases. Angel Plants, Rusk Institutes current supplier, is a possible supplier for PS 79M, since it has experience with therapeutic plants and is based in Long Island. Timing Due to the time and space requirements of the greenhouse, most of the plants cannot start as seeds but rather as seedlings. The school must balance future purchases of seeds and bulbs vs. seedlings to meet the financial needs of the school, the functional needs of the school, and the therapeutic needs of the students. We will provide a calendar of seasonal plant activities which is linked with a purchasing schedule with the appropriate types and quantity of plants to purchase. Economic Fertilizer can be bought, developed from compost, or a combination of the two. Although compost would save fertilizer cost, there will be greater initial costs for the compost method Because the greenhouse is meant for long-term use, compost is recommended because it would save money in the future and would provide an additional activity for the students. High quality gloves and pots could be bought at a higher cost, but they will need a storage place and must be replaced if lost. Disposable gloves and cheap pots would cost much less, but they would need to be replaced yearly. Disposable gloves are recommended because they will not need to be stored or cleaned. More durable pots are recommended because they will be used constantly for planting, so they must be able to withstand several uses. Choosing plants that require multiple soil pH levels would necessitate the purchase of three different types of soil by the school. That cost could be avoided if all of the plants can grow in neutral soil.
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Mike Aronov, Ini Li, Kevin Luke, Eugene Yao, Jason Eckstein Team 6: Interior & Exterior Landscaping and Horticulture Advisor: Emily Persson Final Design Report December 11, 2006 Plants themselves should be as low cost as possible while still providing the functional needs of the greenhouse so that the design is more accessible to others and the students learn more practical skills involving common houseplants. Estimated Total Cost Range: $3233.48 - $7746.82 Recommended Cost of Plants: $4460 Ergonomic The plants must serve the wide range of physical and mental abilities of the students and provide therapeutic aesthetics and sensory stimulation. Some students have developed tactile skills and will be able to cultivate plants in pots and on ground level, whereas other students are confined to wheel chairs and may only be able to touch and smell the plants in a specific position. We must have plants that can be grown in pots and on ground level with varying degrees of robustness to allow students with varying degrees of physical ability to have experience nurturing the plants. The greenhouse must also contain plants that serve the needs of students who have limited or no ability to cultivate the plants such as flowers or herbs with therapeutic aromas and textures. Bulbs and seeds must be purchased at the appropriate seasonal time, so students can plant them and see them successfully grow. A population of plants must be available for transplanting and arranging at all times, so merely having a supply of seeds will be inadequate. Since the students have allergies that change with the population of the student body, no commonly allergic plants will be placed in the greenhouse. Since some students may be allergic to soil, plants must be available which can be propagated and grown hydroponically. Some activities must reflect those that occur in the gardening and landscaping industry so that when the students graduate, they can apply the skills they have learned immediately in the work environment. No plants can be poisonous because students will be working with them constantly. Ecological Plants should all be able to survive at room temperature and the humidity of the greenhouse that is decided by the ventilation team. The temperature will not vary with seasons because the Greenhouse must always be a comfortable environment for the students. In addition to survival, plants must be chosen which bloom and live through normal lifecycles at that static temperature and humidity. Aesthetic The school has requested that aesthetic plants be placed on the security fence so it is less conspicuous. We will meet that need with varieties of Ivy which can be found in Appendix Dc.
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Mike Aronov, Ini Li, Kevin Luke, Eugene Yao, Jason Eckstein Team 6: Interior & Exterior Landscaping and Horticulture Advisor: Emily Persson Final Design Report December 11, 2006 We will use varieties of Ficus tree in large pots on the ground to provide aesthetic barriers between different parts of the greenhouse as partitioned by the interior design and accessibility team A variety of robust hanging plants will be recommended to provide the students with an atmosphere surrounded by plants, which can also be taken down by faculty and used in transplanting and hydroponic activities. Other aesthetic plants such as highly ornamental flowers which require high levels of maintenance and are expensive are not recommended since it violates the primary practical and economic needs of the school. It also would make the design inaccessible to future schools that would like to use this design as a model for their own. Most of the general potted plants will have foliage that is attractive enough to provide a strikingly different environment than that to which the students are accustomed. Life Cycle There should be a mixture of plants that grow year round and those that require seasonal planting. That will allow for a plant population that provides a static environment that can be maintained with low costs and another population which changes seasonally to provide changing aesthetics and activities for the students. The plants must have staggered blooming/cultivation schedules to provide seasonally varying activities for the students. A compost heap may be desirable to recycle plants which die seasonally. This would decrease maintenance costs of both dead plants and newly growing plants. We will refrain from placing plants outside except robust ones that may grow on the security fence due to the inconvenience associated with maintenance and the inability of plants to survive year round in the NYC climate Corporate Constraints The project timeline has a completion goal within 2007, so any plants chosen would have to be available in large enough quantities by that time. Since the greenhouse must be functional by that time, it must contain some full grown plants and not just seedlings or seeds. The school should choose one supplier and build a reliable relationship with them even for convenience even if other suppliers may temporarily have better prices. Social, Political, and Legal Considerations o All of our designs must comply with the ADA regulations o All of our designs must comply with public school regulations
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Mike Aronov, Ini Li, Kevin Luke, Eugene Yao, Jason Eckstein Team 6: Interior & Exterior Landscaping and Horticulture Advisor: Emily Persson Final Design Report December 11, 2006
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Mike Aronov, Ini Li, Kevin Luke, Eugene Yao, Jason Eckstein Team 6: Interior & Exterior Landscaping and Horticulture Advisor: Emily Persson Final Design Report December 11, 2006
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Mike Aronov, Ini Li, Kevin Luke, Eugene Yao, Jason Eckstein Team 6: Interior & Exterior Landscaping and Horticulture Advisor: Emily Persson Final Design Report December 11, 2006
$1.88 - $4.52 $1.88 - $4.77 $1.93 - $4.77 $3.57 - $11.21 $2.77 (includes S, M, and L sizes) $10 for 5 lb 6: $1.02 8: $1.65 - $1.77 10: $2.61 - $2.70 12: $3.66 - $12.56 10: $1.18 - $1.26 12: $2.60 - $2.71 $5 - $10 $4.64 - $5.03 $4.10 (16 qt)
$80 $16.32 $19.80 - $21.24 $20.88 - $21.60 $14.64 - $50.24 $9.44 - $10.08 $10.40 - $10.84 $100 - $200 $46.40 - $50.30 $41.00
Hanging Pots (Planters) Pruners Watering Can Potting Soil Compost System1 Large Standing Plants Major Working Plants Other Plants
$125 - $349 $30 - $40 $10 - $30 (depends on average sizes ordered) $10 - $15
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$1000 - $1500
Wish Recommended (part of interior design) Required (students will take care for these plants) Recommended (students will have planned horticulture activities with these plants)
$3233.48 - $7746.82 Plants: $2650 Total: $3233.48 Plants: $4460 Total: $5346.35 Plants: $6280 Total: $7746
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Mike Aronov, Ini Li, Kevin Luke, Eugene Yao, Jason Eckstein Team 6: Interior & Exterior Landscaping and Horticulture Advisor: Emily Persson Final Design Report December 11, 2006
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Mike Aronov, Ini Li, Kevin Luke, Eugene Yao, Jason Eckstein Team 6: Interior & Exterior Landscaping and Horticulture Advisor: Emily Persson Final Design Report December 11, 2006
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Mike Aronov, Ini Li, Kevin Luke, Eugene Yao, Jason Eckstein Team 6: Interior & Exterior Landscaping and Horticulture Advisor: Emily Persson Final Design Report December 11, 2006
Chinese Evergreen
Genus: Aglaonema (Chinese Evergreen can be a common name) Flowering tropical plants, about 20 species, easy to grow, wide range of light, resistant to disease and neglect, variety of leaf types between species, prefer partial shade, moist soil. Can filter the air.
Wax Begonia Genus: Begonia, Species: semperflorens (Commonly known as Wax Begonia) Adaptable and forgiving plants, they combine a neat, compact habit, attractive flowers and foliage, and trouble-free cultural requirements. They can yield a long season of blooms while growing in partial shade.
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Mike Aronov, Ini Li, Kevin Luke, Eugene Yao, Jason Eckstein Team 6: Interior & Exterior Landscaping and Horticulture Advisor: Emily Persson Final Design Report December 11, 2006
Genus: Araucaria, Species: heterophylla (Commonly known as Norfolk Island Pine) Norfolk Island Pine enjoy humid environments. With age, and lack of humidity, the needles along the trunk will fall off. Dead, lower branches, are a sign that the plant has been dehydrated. The dry needles will not come back. These plants do best with consistency stay on a watering schedule. Over watering results in sporadic bright yellow needle clusters that come off very easily, and don't come back.
HANGING PLANTS Pothos Genus: Epipremnum Species: aureum (commonly known as Pothos) Very effective at removing indoor pollutants such as formaldehyde, xylene, and benzene. Studies show that when stimulated with music it gives of a sweet scent similar to Chocolate and Vanilla. Medium indoor light, grows hydroponically (activities can be done with taking cuttings and placing them in water for students who cant work with soil). Can tolerate much abuse. Spider Plant Genus: Chlorophytum Species: comosum (commonly known as Spider Plant) Effective at removing toxins, can be grown hydroponically (same activities as Pothos), can thrive in almost any condition.
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Mike Aronov, Ini Li, Kevin Luke, Eugene Yao, Jason Eckstein Team 6: Interior & Exterior Landscaping and Horticulture Advisor: Emily Persson Final Design Report December 11, 2006
LARGE PLANTS (for separating greenhouse areas) Weeping Fig Genus: Ficus Species: benjamina (Weeping Fig or Benjamins Fig) Tolerance to poor growing conditions, grows best under bright light but can tolerate shade, only requires enough watering to prevent drying out, warning: drops many leaves when relocated as it adapts to new light intensity. Effectively removes indoor air toxins according to NASA
VINES FOR FENCE American Wisteria This plant is terrific because of its beautiful blossoms, and easy pruning. However, this plant may be mildly aggressive and strangle nearby trees. Dormant pruning is the best way to maintain this plant, for it controls the plant without sacrificing color. The person in charge of pruning this plant may want to ask t he plant vendor specific directions for how to prune it. Purple Hardenbergia For a hardy, evergreen, twining, woodystemmed climber, the client may want to purchase the purple hardenbergia. It has dark green leathery leaves and produces a mass of dark purple pea flowers.
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Mike Aronov, Ini Li, Kevin Luke, Eugene Yao, Jason Eckstein Team 6: Interior & Exterior Landscaping and Horticulture Advisor: Emily Persson Final Design Report December 11, 2006 Carolina Yellow Jasmine
This plant is a nice, fast growing evergreen vine with fragrant flowers that bloom throughout late winter and early spring. Caution! All parts of this plant are poisonous.
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Mike Aronov, Ini Li, Kevin Luke, Eugene Yao, Jason Eckstein Team 6: Interior & Exterior Landscaping and Horticulture Advisor: Emily Persson Final Design Report December 11, 2006
Propagation: seeds, cuttings; seeds planted late Spring/early Summer, cuttings taken July/August Propagation: seeds, cuttings, layering; seeds planted February, cuttings taken in December, layering in August Propagation: seeds, division; seeds planted late Winter/early Spring, divided in Spring Propagation: seeds, dividing rhizomes, tubers, corms or bulbs; seeds planted early Spring, divided in Spring Propagation: seeds, cuttings; Warning: causes severe pain in the mouth if ingested Propagation: seeds, cuttings; seeds planted Spring, cuttings taken early Spring -30-
Mike Aronov, Ini Li, Kevin Luke, Eugene Yao, Jason Eckstein Team 6: Interior & Exterior Landscaping and Horticulture Advisor: Emily Persson Final Design Report December 11, 2006 NOTE: Physalis alkekengi is also known as Chinese Lantern, but is very toxic Propagation: seeds, dividing rhizomes, tubers, corms or bulbs; seeds planted April to May Propagation: dividing rootball, rhizomes, tubers, corms or bulbs Warning: can cause severe skin irritation Propagation: seeds; seeds planted early to mid Spring
Medium (special light preference) Medium (special light preference, skin irritation) Low (special light/soil preference, only seed propagation) Low (special light/soil preference, only seed propagation) High (very hardy, propagates easily, nice aroma)
Curly Mint (Mentha spicata var. crispa) Dusty miller (Artemisia ludoviciana) Fairy fan-flower (Scaevola aemula) Globe amaranth (Gomphrena globosa) Globe thistle (Echinops)
Medium (special light preference, but drought resistant) Low (not very hardy, rather tender) Propagation: seeds Low (special light preference, difficult to propagate) Propagation: seeds, cuttings, root Medium division; seeds planted early Spring, (propagates easily, cuttings taken in Winter, division in drought resistant, but special soil preference) Fall Propagation: seeds, division; High seeds planted late Spring/early Fall, (although special light divided in early Fall preference, propagates easily, colorful, and beneficial) Propagation: seeds, cuttings, Medium layering, division; cuttings taken (fragrant, propagates late Summer/Fall, layering in Fall, easily, but special light -31-
Propagation: seeds, dividing rootball; seeds planted Spring, divided anytime (preferably Spring or Autumn) Propagation: seeds, cuttings, division; cuttings in late Spring, division in Spring or Fall Propagation: seeds, cuttings; long blooming period
Mike Aronov, Ini Li, Kevin Luke, Eugene Yao, Jason Eckstein Team 6: Interior & Exterior Landscaping and Horticulture Advisor: Emily Persson Final Design Report December 11, 2006 divided in Spring Propagation: seeds; seeds planted May to June Note: after first sowing, plant selfsows freely Warning: pollen may trigger allergies Propagation: seeds, cuttings, layering Propagation: dividing rootball, cuttings, air layering Warning: All parts of plant are poisonous if ingested Propagation: seeds Propagation: cuttings preference) High (hardy, self-propagates, bright colored, fragrant, but beware of allergies)
Lettuce (Lactuca sativa) Lilac (Buddleja davidii) Magnolia (Magnolia grandiflora) Marigold (Calendula officinalis) Marjoram (Origanum vulgare) Night-scented stock (Matthiola longipetala) Pansies (Viola x wittrockiana) Peony (Paeonia lactiflora) Pomegranate (Punica granatum) Queen Annes Lace (Daucus carota) Sagebrush (Artemisia
Propagation: cuttings Warning: poisonous if ingested, skin irritation Propagation: seed Note: self-sows Propagation: seeds
High (can be eaten) High (beautiful and also fragrant) Low (poison and skin irritation) High (hardy, self-sows) Medium (easy to care for, drought resistant) Medium (hardy, fragrant) Low (special soil/water preference) Low (special soil preference) High (Drought-resistant, edible) Low (potentially toxic) High (drought-resistant)
Propagation: seed
Propagation: dividing rootball Propagation: seed, cuttings, layering Propagation: seed Warning: poisonous if ingested, skin irritation Propagation: seed Warning: trigger pollen allergies -32-
Mike Aronov, Ini Li, Kevin Luke, Eugene Yao, Jason Eckstein Team 6: Interior & Exterior Landscaping and Horticulture Advisor: Emily Persson Final Design Report December 11, 2006 campestris subsp. Caudate) Salvia (Salvia elegans) Snapdragon (Antirrhinum majus) Statice (Limonium platyphyllum) Strawflower (Helichrysum petiolare)
Propagation: cuttings Warning: N/A Propagation: Seeds Propagation: seeds; seeds planted March to April
Propagation: seeds; seeds planted September to May Warning: can produce a strong perfume aroma, peas are poisonous if ingested Propagation: seeds; seeds planted April to May
Thyme (Thymus)
Propagation: seeds; seeds planted March to April Warning: pollen may trigger allergies Propagation: seeds, cuttings; cuttings taken August to October -33-
Medium (soil preference, fragrant) High (very hardy, colorful) High (Easy to grow, hardy, attractive oval leaves that can be dried) Medium (sasy to grow, silver foliage, but somewhat tender and special light preference) Low (special light preference, difficult to maintain, mostly grown outdoors) Medium (hardy, colorful, but special light preference and difficult to propagate) Low (hardy, easy to grow, but aroma may provoke allergic reactions, and toxic) Medium (hardy, easy to grow, visually interesting, but require a year before flowering, biennials) Medium (woody aromatic perennial and hardy, but special light preference) High (hardy, very colorful)
Mike Aronov, Ini Li, Kevin Luke, Eugene Yao, Jason Eckstein Team 6: Interior & Exterior Landscaping and Horticulture Advisor: Emily Persson Final Design Report December 11, 2006 preference) High (interesting black petals, hardy, easy to grow) High (Hardy, Perenial flower, easy to grow, does not spread uncontrollably, attractive foliage) Medium (colorful flower, grows in any soil, but somewhat fragile and special light preference)
Zinnia (Zinnia)
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Mike Aronov, Ini Li, Kevin Luke, Eugene Yao, Jason Eckstein Team 6: Interior & Exterior Landscaping and Horticulture Advisor: Emily Persson Final Design Report December 11, 2006
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Mike Aronov, Ini Li, Kevin Luke, Eugene Yao, Jason Eckstein Team 6: Interior & Exterior Landscaping and Horticulture Advisor: Emily Persson Final Design Report December 11, 2006
Mike Aronov, Ini Li, Kevin Luke, Eugene Yao, Jason Eckstein Team 6: Interior & Exterior Landscaping and Horticulture Advisor: Emily Persson Final Design Report December 11, 2006 o Layers of the ingredients are placed in a jar, and these are aged for three to six weeks. o The mixtures should be mixed twice a week. Once blended, the mixtures will last for years. o The following are potpourri recipes. Mint Potpourri General Mixture o 2 cups dried lavender o 1 gallon dried flower petals o 1 cup dried mint leaves o 1 box plain salt (peppermint, spearmint, o 1 tablespoon allspice orangemint) o 1 ounce oil of bergamot o cup dried thyme o ounce orrisroot powder o cup rosemary o Small box of ground cinnamon o A few drops of lavender, thyme, o 1 box bay leaves and bergamot oil o Dried red geranium petals, blue bachelors buttons, and delphiniums
o Plant seeds in the form of a childs initials. o The following plants grow quickly. The growth can be measured day to day. The following are quick to germinate and grow fast: castor beans, sunflowers, morning glory, pumpkins, gourds, zinnias, marigolds, cosmos, radishes, wax beans, green beans, and beets. o A whistle or horn can be made from a sqush leaf stem. The hollow leaf stem or petiole becomes solid where it joins the leaf blade. Cut the leaf stem from the vine and cut it again through the solid part near the leaf. Make a slit in the stalk about inch up from the solid part. Put the end with the slit in your mouth and blow. Drying plants and flowers: Red: cockscomb, peony, pomegranate, roses, strawflowers, sumac, zinnia Pink: delphinium, gladiolus, globe amaranth, larkspur, peony, snapdragon, statice Yellow: acaia, chrysanthemum, goldenrod, marigold, strawflower, yarrow, zinnia Blue: cornflower, delphinium, globe thistle, hydrangea, larkspur, slavia Green: ferns, foliage, grasses, hydrangea, seed pods Orange: bittersweet, Chinese lanterns, marigolds, strawflower, Zinnia Violet: gladiolus, heather, lilac, statice, stock Gray: Artemisia, bayberry, dusty miller Brown: canna, cones, dock, seed pods Tan: grasses, leaves, seed pods, wood roses Black: baptisia pods, magnolia leaves, teasel White: baby breath, honesty, peony, Queen Annes Lace, statice, strawflower.
Mike Aronov, Ini Li, Kevin Luke, Eugene Yao, Jason Eckstein Team 6: Interior & Exterior Landscaping and Horticulture Advisor: Emily Persson Final Design Report December 11, 2006 1. Collect the plants on a bright, sunny day before they reach full maturity, but not after their color deigns to deteriorate. 2. Remove all unnecessary leaves. The shaping of the plants can also be done at this time. The bottom of the flower original stem can be removed and replaced with florists wire inserted through the bottom of the floral head. 3. Tie the plants in a small bunch and suspend them upside down. This keeps the stems straight and the flower heads upright. 4. Hang the plants in a dry, warm location with good ventilation. Do not cover or enclose them in a closet. Do not expose them to direct sun. It takes about 8-10 days for the majority of plants to dry, but it depends on humidity.
Note: this information was taken directly from Horticulture for the disabled and disadvantaged. Citation information can be found in the bibliography
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Mike Aronov, Ini Li, Kevin Luke, Eugene Yao, Jason Eckstein Team 6: Interior & Exterior Landscaping and Horticulture Advisor: Emily Persson Final Design Report December 11, 2006
QuickTime and a TIFF (LZW) decompressor are needed to see this picture.
Note: this information was taken directly from Horticulture for the disabled and disadvantaged. Citation information can be found in the bibliography
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Mike Aronov, Ini Li, Kevin Luke, Eugene Yao, Jason Eckstein Team 6: Interior & Exterior Landscaping and Horticulture Advisor: Emily Persson Final Design Report December 11, 2006
3. Holding the pit "narrow" (pointed) side up, stick four toothpicks into the middle section of the pit at even intervals, to a depth of about 5 mm.
4. In a small, slender container (preferably glass), add water until it reaches the very top rim. Your container's opening should be wide enough to easily accommodate the full width of the avocado, but not too much wider. -40-
6. Set the avocado-topped container in temperate, undisturbed place-near a window or other well-lit area--to begin the rooting and growth process. 7. Change the water every 1-2 days to ensure that contaminants (i.e. mold, bacteria, fermentation, etc.) do not hinder the avocado sprouting process. Ensure that the base of the avocado always remains moist and submerged in water. 8. Remember: Wait patiently. The avocado takes several weeks to begin to root. Over the next 2-3 weeks, the avocado's brown outer layer will begin to dry out and wrinkle, eventually sloughing off. Soon after, the pit should begin to split open at the top and bottom. After 3-4 weeks, a tap root should begin to emerge at the base of the pit. 9. Continue to water the plant accordingly, being careful not to
Mike Aronov, Ini Li, Kevin Luke, Eugene Yao, Jason Eckstein Team 6: Interior & Exterior Landscaping and Horticulture Advisor: Emily Persson Final Design Report December 11, 2006 disturb or injure the tap root. Continue to allow the avocado pit time to establish its roots. Soon, the avocado will sprout at the top, releasing an unfolding leaf-bud that will open and begin to grow a shoot bearing leaves. pack the soil, adding more soil as needed. Once the soil is prepared, dig a narrow hole deep enough to accommodate your avocado's roots and pit. 12. Carefully bury the avocado pit in the soil such that the top-half of pit shows above the surface of the soil. Pack the soil lightly around the pit. 13. Water your plant daily or enough to keep the soil moist. Avoid over-watering to the point that the soil becomes muddy. If the leaves turn brown at the tips, the tree needs more water. If the leaves turn yellow, the tree is getting too much water and needs to be permitted to dry out for a day or two. 14. Continue to tend to your avocado plant regularly, and in a few years you will have an attractive and low-maintenance tree. Your family and friends will be impressed to know that from an avocado pit, salvaged from your guacamole recipe, you have cultivated and grown your very own avocado tree.
10. When the roots are substantial and the stem top has had a chance to re-grow leaves (after at least one pruning), your baby avocado tree is ready to be planted in soil. Remove the sprouted pit from the water container, and gently remove each of the toothpicks. 11. Use a 20-25 cm terra cotta pot filled with enriched soil to 2 cm below the top. A 50/50 blend of topsoil and coir (coconut fibre) works best. Smooth and slightly
Note: This information was taken directly from <http://www.wikihow.com/Plant-anAvocado-Tree> citation information in bibliography
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Mike Aronov, Ini Li, Kevin Luke, Eugene Yao, Jason Eckstein Team 6: Interior & Exterior Landscaping and Horticulture Advisor: Emily Persson Final Design Report December 11, 2006
Mike Aronov, Ini Li, Kevin Luke, Eugene Yao, Jason Eckstein Team 6: Interior & Exterior Landscaping and Horticulture Advisor: Emily Persson Final Design Report December 11, 2006 5. Use the shadow test to determine the amount of light. Hold a piece of paper up to the light and note the shadow it makes. A sharp shadow means that you have bright or good light, whereas a barely visible shadow means dim light. 6. A full sun requirement means that the plant will need sun for at least half of the day. Indirect or partial sun means that the sun should be filtered through a curtain. Bright light means no direct sun, but the room should be bright and well lighted. Shade-loving plants should be kept in a well-shaded area with no direct sun at all. 7. When plants are not getting enough light, the lower leaves die, and the new leaves are small. When plants get too much light, they wilt, fade, or burn. 8. Rotate plants so that taverage date for the first killing frost in the fall. he leaves get an even distribution of light. Temperature Guidelines 1. Temperatures that are comfortable for people are also satisfactory for most indoor plants. 2. Most plants prefer to bge 10 or 15 degrees cooler at night. 3. Keep plants away from drafts, air conditioners, and radiators. 4. All plants benefit from proper temperature and a gentle circulation of air. 5. Most plants do not like sudden changes in temperature.
Note: this information was taken directly from Horticulture for the disabled and disadvantaged. Citation information can be found in the bibliography
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Mike Aronov, Ini Li, Kevin Luke, Eugene Yao, Jason Eckstein Team 6: Interior & Exterior Landscaping and Horticulture Advisor: Emily Persson Final Design Report December 11, 2006 Appendix Fe: Inventory List from Angel Plants
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Mike Aronov, Ini Li, Kevin Luke, Eugene Yao, Jason Eckstein Team 6: Interior & Exterior Landscaping and Horticulture Advisor: Emily Persson Final Design Report December 11, 2006
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Mike Aronov, Ini Li, Kevin Luke, Eugene Yao, Jason Eckstein Team 6: Interior & Exterior Landscaping and Horticulture Advisor: Emily Persson Final Design Report December 11, 2006
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Mike Aronov, Ini Li, Kevin Luke, Eugene Yao, Jason Eckstein Team 6: Interior & Exterior Landscaping and Horticulture Advisor: Emily Persson Final Design Report December 11, 2006
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Mike Aronov, Ini Li, Kevin Luke, Eugene Yao, Jason Eckstein Team 6: Interior & Exterior Landscaping and Horticulture Advisor: Emily Persson Final Design Report December 11, 2006
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Mike Aronov, Ini Li, Kevin Luke, Eugene Yao, Jason Eckstein Team 6: Interior & Exterior Landscaping and Horticulture Advisor: Emily Persson Final Design Report December 11, 2006
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Mike Aronov, Ini Li, Kevin Luke, Eugene Yao, Jason Eckstein Team 6: Interior & Exterior Landscaping and Horticulture Advisor: Emily Persson Final Design Report December 11, 2006
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Mike Aronov, Ini Li, Kevin Luke, Eugene Yao, Jason Eckstein Team 6: Interior & Exterior Landscaping and Horticulture Advisor: Emily Persson Final Design Report December 11, 2006
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Mike Aronov, Ini Li, Kevin Luke, Eugene Yao, Jason Eckstein Team 6: Interior & Exterior Landscaping and Horticulture Advisor: Emily Persson Final Design Report December 11, 2006
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Mike Aronov, Ini Li, Kevin Luke, Eugene Yao, Jason Eckstein Team 6: Interior & Exterior Landscaping and Horticulture Advisor: Emily Persson Final Design Report December 11, 2006
Table II. Seasonal plant material produced for specific holidays Occasion/season Valentine's Day Easter Secretary's Day Mother's Day Preferred type* Plant material cut potted both both anything red, cut roses, potted tulips, azalea, cyclamen spring bulbs, Easter lily, hydrangea, chrysanthemum, azalea cineraria, spring bulbs, potted chrysanthemum, primula
roses, hydrangea, spring bulbs, azalea, potted chrysanthemum, gloxinia, African violet, early bedding plants, fuchsia Memorial Day potted geranium September potted foliage plants Thanksgiving cut chrysanthemum Christmas potted poinsettia, cyclamen, Christmas cactus * The holidays are denoted as either 'cut' or 'potted' based on whether cut flowers or potted plants are the primary products sold.
Note: This information came directly from http://www.wvu.edu/~agexten/hortcult/greenhou/ghprodct.htm. Citation information can be found in the bibliography
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Mike Aronov, Ini Li, Kevin Luke, Eugene Yao, Jason Eckstein Team 6: Interior & Exterior Landscaping and Horticulture Advisor: Emily Persson Final Design Report December 11, 2006
How to plant an Avocado tree wikiHow 4 December 2006. 13 October 2006 <http://www.wikihow.com/Plant-an-Avocado-Tree> Olszowy, Damon R. Ph.D. Horticulture for the disabled and disadvantaged Springfield, Illinois: Thomas Books, 1978. Summer Winds. Antigonon leptopus 10 October, 2006 <http://www.summerwindsaz.com/index.cfm?fuseaction=plants.plantDetail&plan t_id=1646> West Virginia University Greenhouse Production West Virginia University. 25 October, 2006. <http://www.wvu.edu/~agexten/hortcult/greenhou/ghprodct.htm>
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Mike Aronov, Ini Li, Kevin Luke, Eugene Yao, Jason Eckstein Team 6: Interior & Exterior Landscaping and Horticulture Advisor: Emily Persson Final Design Report December 11, 2006
Problem Statement
to improve the students quality of life within the school by creating an environment that provides therapy and builds prevocational skills to choose which plants we want to place in the greenhouse in order to address the wide range of specific disabilities of the students, while providing a social, therapeutic, and educational environment
I
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Mike Aronov, Ini Li, Kevin Luke, Eugene Yao, Jason Eckstein Team 6: Interior & Exterior Landscaping and Horticulture Advisor: Emily Persson Final Design Report December 11, 2006
Summary of Presentation
Functional Requirements Provide a list of plants Preliminary Maya design of plants inside greenhouse Instructions on care for plants Horticulture-related activities for students Summaries of potential costs
I
Design Specifications
Need for Product Provides Therapeutic/Social Environment Build Prevocational Skills Performance Requirements Year Round, 100% Student Participation Sensory Stimulation Aesthetic Plants Hands on Activities Robust Plants Service Environment Room Temperature & Comfortable Humidity Static Conditions Throughout Year
J
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Mike Aronov, Ini Li, Kevin Luke, Eugene Yao, Jason Eckstein Team 6: Interior & Exterior Landscaping and Horticulture Advisor: Emily Persson Final Design Report December 11, 2006
Dracaena Marginata Norfolk Island Pine Easy Vegetables and Fruit: Lettuce, Radishes, Grapes
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Mike Aronov, Ini Li, Kevin Luke, Eugene Yao, Jason Eckstein Team 6: Interior & Exterior Landscaping and Horticulture Advisor: Emily Persson Final Design Report December 11, 2006
Pansies
Dahlia J
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Mike Aronov, Ini Li, Kevin Luke, Eugene Yao, Jason Eckstein Team 6: Interior & Exterior Landscaping and Horticulture Advisor: Emily Persson Final Design Report December 11, 2006
Maintenance
Use the correct type of soil Water according to guidelines Apply fertilizer as needed for nutrients Make sure light is appropriate for each plant Prune plants to avoid overgrowth
Activities
Students can make flower bookmarks from dried leaves and potpourri to bring home Activities may reflect the season or holiday Herb and Vegetable Gardens can be grown in pots and used for aromatherapy and cooking
E
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Mike Aronov, Ini Li, Kevin Luke, Eugene Yao, Jason Eckstein Team 6: Interior & Exterior Landscaping and Horticulture Advisor: Emily Persson Final Design Report December 11, 2006
Activities Cntd.
Avocado pit growing Place pothos and spider plant cuttings in water Flower drying
Cost Analysis
Barebones Estimate:
Plants: $2650 Total: $3233.48
Dream Estimate:
Plants: $6280 Total: $7746
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Mike Aronov, Ini Li, Kevin Luke, Eugene Yao, Jason Eckstein Team 6: Interior & Exterior Landscaping and Horticulture Advisor: Emily Persson Final Design Report December 11, 2006
Conclusion
Three categories of plants: potted for activities, trees for section separation and atmosphere, and hanging plants for aesthetics and some activities Activities that cater to all students Estimated Cost Basic: $3233.48 Recommended: $5346.35 Dream: $7746
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Mike Aronov, Ini Li, Kevin Luke, Eugene Yao, Jason Eckstein Team 6: Interior & Exterior Landscaping and Horticulture Advisor: Emily Persson Final Design Report December 11, 2006
Future Work
Hydroponics Aquatic Plants
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