Jumping right in with the form intersections, fantastic work. Not only have you demonstrated a willingness to really get the most out of this exercise in terms of quantity (the page being filled with forms to consider), you drew each one with patience and care, minding the use of the ghosting method, the Y method (complete with negotiating corners), and every other technique we've introduced throughout the course. Furthermore, your intersections demonstrate a very well developed understanding of the relationships between these forms as they sit in 3D space. Though you may have procrastinated on the meat of the lesson, this strongly aligns with your assertion that you've kept up with daily practice of the other exercises, and I am thrilled to see this.

Similarly your cylinders in boxes are coming along well, although I have just one recommendation - I would advise against giving the minor axis lines their own separate colour, as this can cause it to be less apparent in any cases where, if the box is wildly disproportionate, the minor axes can be far off so as to start running towards an entirely different vanishing point. Using the same colour as those other lengthwise line extensions will highlight where the minor axis lines are off (which they are not on this page, but it's just something to consider when using this exercise in the future).

Looking at your form intersection vehicles, you've done a great job here. Many students take this exercise in a very different direction from simply being a use of the form intersection as we normally perform them, but arranged to fit the plan of a given vehicle. You've not only held to the core spirit of the task by sticking to the use of primitive forms, but you've really gotten quite granular with their use, allowing you to capture a fair bit of complexity and detail. Ultimately the purpose of this exercise - which is to remind students that even though the more detailed demos can make it seem that we're shifting our approach to creating a forest of lines, and only stitching them together into a complete object at the very end, we are still very much working from big to small, simple to complex. Or in other words, carving things out of a singular block of wood, rather than building it up out of toothpicks.

Continuing onto the more detailed vehicle constructions, I can see that while you didn't necessarily use the orthographic plans as thoroughly as some others have (some students have admittedly gone really crazy with this lesson, putting in hours upon hours into each construction), you still did a great job of making a very clear use of orthographic plans as a tool. That is to say, the way you used it was clearly driven by the problem at hand. While your vehicles can certainly be further developed to add more detail, that ultimately isn't the assignment. What you did achieve here was building out each vehicle as a complete structure, making clear choices on how much detail you wanted to include, and ensuring that the result was consistent in that regard. This demonstrates a capacity to leverage this tool very effectively in your own work going forward, wherever it may be required, and that is ultimately what we are looking for.

Each of your constructions demonstrated this quite well, although I felt that your attack helicopter was especially well done in this regard, as even just capturing the core structure and major masses of it, it is already fairly complex and involved. You clearly took your time throughout the process and approached it based on the problem before you - not pushing beyond that, but ensuring that you were picking your tools based on what was required of you in the moment.

All in all, I'm very pleased with your work here. As such, I'll go ahead and mark this lesson - and the course as a whole - as complete. Congratulations! It has been well earned.