Starting with your form intersections, these are looking quite good. The forms are constructed in a manner that shows a good bit of thought and care, with confident linework helping them feel more solid. The intersections themselves demonstrate a well developing grasp of how the forms relate to one another in 3D space. I do however have one concern - it looks like you used an ellipse guide for the ellipses here, based on the consistency of the ellipses themselves. While that's not a big deal here, it doesn't look like you used an ellipse guide for the majority of your vehicle constructions.

Moving onto the cylinders in boxes, I did notice that you didn't apply the line extensions correctly here - you only extended the boxes' lines, but not the minor axis/contact point lines for the ellipses. You may want to review how this part of the exercise is done.

Continuing onto the vehicle constructions, while I'm very glad to see the enthusiasm with which you've submitted this, I do feel you may have underestimated what this lesson requires from students, and as a result there are a lot of areas where you've skipped important steps, and perhaps haven't invested as much time into each construction as was really required.

Starting with your 'form intersection vehicles', this exercise was basically meant to be like doing the form intersections themselves, but whilst arranging those primitive forms in the likeness of a vehicle. The locomotive was somewhat closer to this, but in general when going through this exercise, try to stick to primitive forms only. You don't have to worry about proportions either - just positioning those basic forms in a particular arrangement. This is actually a mistake a number of students make though, so I probably need to rephrase how it's explained.

So, as mentioned before, your vehicle constructions had a pretty significant tendency to skip steps. For example, the Honda super cub effectively jumped from drawing a box and subdividing it a few times, then jumping straight into the considerable complexity of drawing a bike. The elements of that bike were not positioned in a particular fashion against the enclosing box itself, and while I can see that you did start the seat sections with boxes, most of the other forms started off vastly more complex.

Similarly, the school bus should have started as a relatively simple series of boxes (a big one for the passenger section, a smaller one for the front/engine section), then gradually broken down. As explained back in Lesson 6, you should never jump straight into a curve - you should be establishing it in terms of several straight edges, then rounding them out afterwards.

While there are plenty of other examples of skipping steps, I wanted to point out how in your F15 Eagle, we can see cases like this where you eyeballed the center of that plane, rather than actually establishing it specifically using the diagonal method.

On the flipside of all this, you have invested a lot more time in things that are not meant to be a part of this course - for example, applying form shading to decorate your drawings. This shows me that, at least for this lesson, your focus took a sharp turn from what this course is actually for.

The drawings we do here are merely exercises. Exercises designed to help develop your capacity for spatial reasoning. It's not about creating nice drawings that we can show off - rather, it's about working through all of the steps of solving spatial puzzles. In doing so, we change the way in which we think about the things we draw outside of the course. Outside of the course, we may skip steps here and there where we can, or generally approach drawing in a more flexible, fluid manner - but it is absolutely mandatory that we go through every little step when doing these exercises now.

This can take a lot of time. As you can see here in VeeDraws' work - where she's included a little table of how much time was taken - it is no simple, quick task.

The last point I wanted to call out is that I don't really see any signs of you employing the technique shown here to start off with a proportional grid in which to construct your vehicles, or any proportional studies at all.

Now, these things do happen - sometimes we get ahead of ourselves and underestimate how carefully we need to be going through the material. I'd like you to take another swing at completing this lesson - you'll have to submit it as a new submission, which will of course cost you an additional 2 credits.