Starting with your form intersections - which as I'm sure you're aware, is a pretty challenging exercise that is assigned early with the expectation that students will struggle with it - at this stage we generally expect students to be more comfortable with solving the intersections between different flat-surfaced objects, but to still struggle somewhat with those involving curving surfaces. While I'd say you're about meeting that expectation, I did notice that some of those flat-on-flat intersections you were tackling were actually a lot more complex, and you handled them quite well. In regards to those involving curving surfaces, you're a little less comfortable, but for the most part you're still grasping it. I did make some minor notes on this page, but for the most part it's pertaining more to avoiding drawing "through" your intersections (in terms of drawing the portions that aren't visible to the viewer - it's useful when it comes to constructing our forms, but with the intersections it can be detrimental and distracting), and considering the angle at which our intersection lines would be set, given the relationship between the intersecting forms.

As a whole, you're doing well, although I will also provide you with this diagram for the simple reason that I provide it to most students at this stage, and it can help to understand how to think about those intersections involving curving surfaces, even if you're already grasping them.

Continuing onto your object constructions, honestly your work here is really well done. You've done an excellent job of sticking to and applying the principles of the lesson, especially when it comes to the concept of 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. These allow us to meaningfully study the proportions of our intended object in two dimensions with an orthographic study, then apply those same proportions to the object in three dimensions. Looking at your work, it's very clear that you leveraged orthographic plans in the manner very effectively, and you took considerable care in laying them out, and using them to make your decisions so that when you constructed the object, it was more a matter of repeating decisions that were already made.

In terms of critique, there's two main things I want to draw your attention to.

• The first is just a simple misalignment of ellipses - as shown here, the minor axis of those ellipses should align more to the green (so they converge towards the same VP as the other edges going off in that direction), rather than the red ones which denote their current minor axis alignment. Of course, the minor axis alignment is a biproduct of the box in which those dials were blocked in. The alignment dipped down because that box was too wide, so if we were to draw this object again, we'd take care to draw it more narrow. Fortunately Lesson 7 actually has some material on how to draw those boxes so they actually have faces that are proportionally square (whereas in the cylinder challenge and here, we're still just eyeballing it on instinct, so I wouldn't worry too much about this mistake beyond being aware of it).

• I noticed that when working from your orthographic plans, you tended to lay down a forest of lines based on what you'd planned out, and then right at the end you'd draw the actual object. When doing these constructions in the future, both in terms of practicing the stuff from this lesson, and when doing Lesson 7, always try and hold onto the idea that we're building from simple to complex - meaning, we're starting out with simple structures and gradually carving them down to add more complexity, rather than laying down a bunch of scaffolding only to introduce a three dimensional object in at the last step. This is very similar to the idea presented in this section, where we don't jump straight to curves, but rather lay down a structure made up of flat surfaces, which gets rounded out only towards the end. Always progress from simple to complex, and try to have an actual structure to work on for as much of the process as you can, instead of only introducing it at the end.

And with that, I'll go ahead and mark this lesson as complete. Keep up the great work.