Alrighty! Jumping right in with your form intersections, overall these are excellent. You're demonstrating a lot of comfort with intersections involving both flat surfaces and curving ones - the latter of which still do tend to cause most students difficulty at this point, but it seems you've got them down pretty well. I noticed only one small hiccup, and that's here where you defined the intersection of the cylinder entering the box, but not its immediate exit along the top face.

Continuing onto your object constructions, you have as a whole done extremely well, with just a couple of small points I want to call out. What stands out most of all here is that you've put a lot of focus and attention into ensuring that every choice you were making in regards to what goes where was specifically considered prior to actually executing the corresponding mark. This leads to what is essentially the biggest focus in this lesson: an increase in precision.

Precision is often conflated with accuracy, but they're actually two different things (at least insofar as I use the terms here). Where accuracy speaks to how close you were to executing the mark you intended to, precision actually has nothing to do with putting the mark down on the page. It's about the steps you take beforehand to declare those intentions.

So for example, if we look at the ghosting method, when going through the planning phase of a straight line, we can place a start/end point down. This increases the precision of our drawing, by declaring what we intend to do. From there the mark may miss those points, or it may nail them, it may overshoot, or whatever else - but prior to any of that, we have declared our intent, explaining our thought process, and in so doing, ensuring that we ourselves are acting on that clearly defined intent, rather than just putting marks down and then figuring things out as we go.

In our constructions here, we build up precision primarily through the use of the subdivisions. We can see really solid examples of this across your constructions, but I felt the carafe near the end demonstrated this to the greatest degree. I'm also very pleased to see that with the handle you laid down that structure with straight edges and flat surfaces, rounding it out only towards the end - which shows a clear grasp of this concept which admittedly many students end up missing or ignoring.

Another thing I really appreciated was how you employed your orthographic plans as we see here in this jug. You clearly defined the proportional position of each landmark (based on those subdivisions), which left you with all the information you'd need to transfer that to your 3D construction without additional thought (beyond applying the same subdivisions in 3D space, as you had in 2D). That's really important, and it's something that will come in extremely handy in Lesson 7 to really push your work there as far as you can, within your existing level of skill.

Continuing on, I noticed that for these knobs you didn't lay down a minor axis, which probably would have helped in providing more structure for the ellipses involved.

Another minor point I wanted to call out is that in some cases, I am noticing that you on occasion go back over your lines repeatedly, as seen in cases like this. Remember - each freehanded mark should be the result of individual focus on the purpose of that mark, use of the ghosting method, etc. Avoid putting marks down reflexively.

One last thing, although this one is minor - remember that for our work in this course, we're reserving our filled areas of solid black for cast shadows only. Be careful when you find yourself tempted to fill in an exsting shape or plane, as we see here on this toaster - this is more akin to form shading, where you're filling it all in and it's its orientation that determines whether it's dark or light. Cast shadows on the other hand will generally require you to design a new shape for the given shadow, which would be based on your understanding of the relationship between the form casting the shadow, and the surface receiving it.

So! With that, I'll go ahead and mark this lesson as complete. You've done a great job, so keep up the good work.