ABSTRACT
The history of the development of methods for solving problems in mathematics, physics and chemistry in school and at university is, among other things, the history of struggling with computational tools. With mental calculation, everything is more or less clear. These exercises are wonderful gymnastics for the mind. Opponents of the use of modern computer solutions for school and university tasks in mathematics, physics, and chemistry, also rely on a number of other arguments, which they, however, do not openly talk about. New laboratory work is created on the basis of similar programs, seminars are held and lecture courses are taught in many advanced universities of energy and power engineering. Unfortunately, these programs are often used as “black boxes”; initial data is entered, the “box cover” is closed, then the user opens the “cover” and takes out the results: tables with figures, graphs, three-dimensional virtual objects, and animation.
