Starting with your form intersections, they're looking quite good. I can see that you're mindful of the different surfaces that are at play, and one area that stood out especially to me was this cylinder/box intersection where you clearly demonstrated your understanding of how lengthwise the cylinder is flat, despite being curved in the opposite direction. Good work there.

Your cylinders in boxes are similarly well done, although one recommendation I have there is to make sure you're extending the minor axis lines all the way back so you can test them both against the box's own extensions in that direction.

Moving onto the vehicle constructions, you are demonstrating fairly well developing spatial reasoning skills, but there is one major issue in how you've tackled this lesson - you have relied on a lot of estimation and approximation, eyeballing the spatial relationships between things rather than pinning them down ahead of time with more precision in the manner we discussed back in Lesson 6.

In that sense, you've done a great job of showing how well those spatial relationships have developed - but keep in mind that this lesson, as with all of the lessons and challenges in this course, are first and foremost about ensuring that students understand how to approach these exercises so as to better develop those spatial reasoning skills, to take them even further. So we are going to take some time to point out where some steps may have been skipped that would have otherwise helped you benefit more from the drawings themselves, to benefit from them as exercises, rather than as primarily a means to show what you've already developed.

The first of these we can see is in the orthographic studies themselves, in a couple ways:

• I noticed that on some of them, you'd have pieces hanging outside of your bounding box. For example, the plane's propeller and tail, as well as small things like the motor cycle's handle bars from the front view.

• Also within the bounding boxes there are a lot of things that are kind of floating without any clear sense of where along the length or height of the bounding box a particular thing is to be situated. If we look at this pickup truck, the top of the cab there is at some arbitrary position close to the middle of the 3rd unit up. The thing is, we don't have to know what the specific, exact measurement is going to be - we just have to make sure that we establish one so that when we build up the object itself, we have all of our decisions defined ahead of time. In this case I would probably just say that the roof hits halfway between that unit - so in the whole of the bounding box, it sits 5/6ths up its height.

Overall, you've been pretty light in terms of what specific elements you have pinned down for the construction, and so in terms of making decisions ahead of time, a lot more can be done, so that you're not left eyeballing/guessing things when you're actually dealing with way more spatial problems in building up the object in 3D. And of course, these additional subdivisions (resulting from those more granular proportional decisions being made) should also come up in how you build out and subdivide the bounding box in three dimensions. All of this undoubtedly takes a lot of time, which is why students like veedraws (whose submission I sometimes link to just for the sake of the time card she included there) sometimes end up devoting a ton of time to this lesson - although I wouldn't expect students to take it nearly as far as she did.

To be completely fair though, I do think that you have it in you to pull off a submission close in quality to hers. It's simply a matter of how we allocate our time, but the skills you're demonstrating here are already quite solid - although her use of an ellipse guide was definitely advantageous. I think she may have had access to a larger set of ellipse templates, rather than even just the basic master template we recommend to students, so it's worth putting that into context. In the coming months, we do hope to be able to produce our own ellipse guides for far cheaper than they're generally sold for, though I have no guarantees on when we'll be able to start selling them.

The last point I wanted to call out was that while you laid down your initial structures/bounding boxes/etc with a ruler, you don't appear to have done the same for your later linework. There are plenty of places where continuing to use that ruler would have helped immensely, simply to achieve cleaner linework. Some students get the wrong idea that executing this work freehand is somehow better - there is no benefit to it in the context of what this lesson's purpose is. It simply increases the number of things we have to think about and deal with at the same time, giving us less mental bandwidth to commit to the core focus of the lesson.

Now, I'm going to go ahead and assign some revisions below - be sure to give these as much time as you can, use all the permitted tools you have access to (I understand that you can't get your hands on an ellipse guide - ultimately you have to work with what you've got), and be sure to push the subdivisions as far as you can.