Alrighty, we're off to the races. Jumping right in with your form intersections, overall, you're handling these very well. At this stage, students have had the opportunity to develop their understanding of how different forms relate to one another in 3D space through the constructional drawing exercises we've focused on from lessons 3-5, and while those focus primarily on organic forms, it still feeds back into a more general grasp of 3D space. So, we find it pretty standard to expect students to be pretty comfortable with intersections involving flat surfaces, but to still have some issues when curving surfaces are included in the mix.

I'd say with a fair bit of confidence that you are further along than this - for the most part you're demonstrating a good bit of comfort with intersections involving curving surfaces. I did notice a few little hiccups, as I've called out here, but for the most part the nature of the intersections were correct, it was just the degree of curvature that didn't always match with the curvature of the surfaces in question. So for example to the left the upper part of the intersection had a pretty dramatic turn, and at that point the surface of the sphere would be more shallow. Same thing for the intersection to the right, between the sphere and cylinder - the curve was simply too dramatic.

For the intersection towards the middle, you focused primarily on following the cylinder's surface, but on the left side there we would be able to see where that intersection would follow the sphere a little more dominantly. This demonstration, which explores how an intersection line changes as we go from a sharp and sudden transition between two surfaces into a more gradual, rounded transition, the way in which it impacts the intersection line - although based on your work I think you probably grasp this on some level already.

Oh, one last minor point - remember that when freehand ellipses in this course, we draw through them two full times before lifting our pen. You appear to be stopping after the first turn.

Continuing onto your object constructions, your work here is admittedly a little mixed. At first glance, it's pretty solidly done - your linework is clean and concise, and you're demonstrating an understanding of the subdivision and mirroring techniques demonstrated in the lesson, but where things get a little weaker in exactly how you leverage the tools the lesson arms you with.

The main shortcoming relates to what is explained in this section on the use of orthographic plans. The assignment doesn't require students to include their orthographic plans, but you definitely should be using them (in case you hadn't). Orthographic plans give us somewhere to make our decisions - that is, as explained in the section I linked, the decisions on where different forms are placed, how they relate to one another, how big they should be, and so forth - so that we can avoid having to make them alongside having to worry about actually applying them and constructing our three dimensional object.

In other words, having to observe our reference and decide how to break it down into simple forms, and figuring out where to actually place those simple forms - it's a lot to do all at once, and we only have so much in the way of cognitive resources to bring to bear at the same time. By making these decisions two dimensions at a time, we can process our reference image and decide how we're going to interpret it (after all, the goal here is not to replicate the reference perfectly, but rather to use it as a source of information to inform the object we do construct) without also having to balance a ton of other tasks.

Of course it's very possible that you are using orthographic plans, and just didn't include them (which again, is fine). The structured manner in which you approach your subdivisions in constructions like this AC adapter and this measuring tape certainly suggest a clear, concise decision making process that an orthographic plan would help you to achieve. This brings us to the next way in which your approach can be improved.

Make sure that when you're making those decisions, that you identify all the major landmarks necessary to build your object. I noticed a number of things that would have had to have been approached using some amount of guesswork or estimation, based on observation of the reference, which should have been first identified in specific terms. For example, here on the AC adapter where the specific footprint of each prong was not identified. The bottom two seem to have had their center points pinned down, which is at least something although not enough to ensure the prongs are equal in size, although the top one looks to have been positioned more arbitrarily than that.

Now, by all means, you do a fantastic job of estimating those elements, and for the purposes of this lesson in particular, that's fine. But I called these out because with the complexity of the structures we encounter in Lesson 7, this simply will not suffice (which is why orthographic plans are required there). More importantly than that though, keep in mind that we want to do everything throughout this course as mindfully and intentionally as possible, and avoid relying on our instincts or our ability to estimate by eye. Reason being, everything we do in this course is meant to hone those very skills - those very instincts - so that outside of the course, the shortcuts you take are better informed and more reliable. Using your instincts to train your instincts tends not to provide much benefit.

Similarly, I noticed that your approach to this construction suggested that you may not have gone through the material explained here about breaking curves down into chains of straight edges or flat surfaces, so that their specific nature can be better controlled, before rounding them out towards the end.

Lastly, aside from being upside down it appears that the box you started with for this construction was drawn without any noticeable convergence, resulting in the top plane being severely misaligned to the rest of the structure. I assume this was just a simple mistake, that you misjudged what you were doing, and it appears to be so, since you didn't run into this kind of issue elsewhere. One thing I do want to mention though is that we can use our rulers in novel ways to help us better judge or estimate our convergences. After all - a ruler provides us with a visible extension of whichever line we wish to draw. We can line up the ruler as intended, then look at how that ruler extends out in relation to the other lines of the same set, and adjust its alignment accordingly. As long as we're mindful of those convergences in the first place, this can help us construct initial bounding boxes that are more reliable than just focusing on each line one at a time, and only using the ruler as a tool to provide straight lines.

Anyway, I'll leave you to apply what I've explained here going forward, so you can consider this lesson complete.