Starting with your form intersections, your work here is largely coming along well, and is demonstrating a good grasp of how these forms relate to one another in 3D space. The only issue I'm noticing is fairly minor - but it's basically to watch out for where the curvature you're using for your intersection lines is way more aggressive than the actual surface(s) it's meant to be following. So for example, as we see here in this cylinder-cone intersection, you drew this upper portion of the curve as though it were wrapping around much more of the cylinder, causing that short segment to curve more dramatically. But it's actually only covering a tiny portion of the cylinder's surface, and so the curvature that's required is more shallow.

Continuing onto your cylinders in boxes, your work here is largely coming along well. Your ellipses aren't always touching the four edges of the planes enclosing them, but they are fairly close and it's clear that's what you're aiming for. Your line extensions appear to be applied correctly, although I think some of the lines got lost due to your scanner settings (photos, or at the very least using photo presets rather than drawing/document presets on your scanner tend to capture your work more accurately, whereas drawing and document presents ramp up the contrast).

Before we continue onto the remainder of the work for the lesson, I want to call out one pretty significant issue that unfortunately will have undermined how much you actually got out of this exercise. The issue is the result of either a choice you made consciously, or something that you missed from the instructions (which arguably is the result of a different kind of choice we make for ourselves). The issue is that you freehanded all of your linework throughout this set of homework, despite the tools section of the instructions very clearly encouraging the use of a variety of tools. Most of these I can understand skipping over - the ellipse guides most students have for example are more limited master ellipse templates which are extremely handy for the ellipses required for the "constructing to scale" approach to create a unit grid as a starting point, but aren't going to be useful for the ellipses required for the rest of the construction, and that's fine. But one thing that is very hard to understate the usefulness of is a ruler, or some kind of straight edge.

As noted in the tools section, we encourage students to rely on the tools they have access to in order to reduce how much of their cognitive resources are pulled away by simple mechanical concerns like actually executing the marks you're after. In a lot of cases it can't be avoided, but where it can, it will "allow you to focus more on the meat of the lesson, which is really about the manipulation and construction of complex compound forms." Meaning, when you choose not to - when you decide to use this lesson as a way to practice your linework as well, you're going to get less of what the lesson was intended to focus upon.

Now to be clear - there are places where you definitely did use a ruler, but my point is more that there are a lot of places where you could have opted to use one as well, but seem to have skipped over it.

I will also add that it seems that at least in some cases - like this form intersection vehicle you also didn't apply the ghosting method, as is required for all of the freehanded marks we execute throughout this lesson - which is also something that was stressed in that same section.

As to the rest of the work, you've done a decent enough job of applying the concepts conveyed throughout the lesson. Your form intersection vehicles appropriately focus on building your vehicle structures from major forms (rather than trying to lay out a bunch of separate lines and stitch them together into a final product, which is an easy trap to fall into when students only focus on the demos for the more complicated, more detailed vehicle constructions). It's also clear that you carry this mentality forward into those more detailed vehicle constructions, using the scaffolding and subdivision lines to help you place elements with more precision, but without breaking away from this core principle of thinking of construction more like carving a piece out of a block of wood (as opposed to building it up with toothpicks).

In particular I felt this older Model-T style car captured a good sense of the spirit of the lesson. I would however urge you not to make your orthographic studies so small - there's really no reason to, and our brains tend to do better with more space to think through what we're doing. Smaller usually means sloppier, even if only subconsciously, and if you're predisposed to thinking through the problems and making the decisions that will eventually transfer over to your 3D construction in a sloppy fashion, then that can definitely cause issues. More than that though, I think it speaks to a desire to make the work you're doing here take less time - which works against why we're taking so much time with everything.

Still - despite being largely content with your constructions (at least when factoring in the choice not to consistently use a ruler everywhere a ruler could have been used), I cannot stress enough how much the way you went about the lesson really dampened what should have been the crowning achievement that you were building up to with all of the blood, sweat, and tears you put into this course. It's clear you know what you're doing, and I will be marking this lesson as complete - as you have certainly earned it - but I would be doing you a disservice if I didn't make it very clear that approaching lessons in this manner - whether in this course, or in any course - is fundamentally going to hurt you.

You know what you're doing. You've got a strong sense of spatial reasoning, and ultimately you've achieved the main elements this course is designed to provide. But you need to put a lot more effort and energy into ensuring that you are aware of what is being asked and instructed, and not relying on memory.

Remember - a big part of this course is being hyper-intentional with every choice you make. Nothing we teach here is specifically meant to be used outside of the course. It can be - in the sense that you're probably gonna use a lot of constructional techniques in some form or another to help you solve spatial problems that are still difficult for you, but the overall goal is still for your underlying spatial reasoning skills, and the instincts they fuel, to be developed so that in the future you won't have to as much. That is not achieved by relying on those instincts here - it is achieved by being extremely purposeful with every choice you make while working through this homework and the kinds of exercises we've introduced here, so that when you draw your own things, you don't need to waste your cognitive resources on worrying about how to draw things, so you can focus instead on what it is you wish to draw, how to go about designing it, and so forth.

I hope you will take that to heart - but as far as this course is concerned, I will be marking this lesson, and the course as a whole, as complete. As anticlimactic this has ended up being, congratulations are still in order, and deserved. Just know that you can do better, and that you can get more out of the resources you move onto from here.