At prompt development of informatization of production the role of engineering education significantly increases. Graphic disciplines on technical specialties of higher education institution are the first professionally focused disciplines which are actively influencing formation of competences of future experts. Many problems of improvement of quality of development of difficult courses of university programs can be solved by use of effective forms of education. Realization of competence-based approach in the higher education demands wide use of active and interactive forms of carrying out occupations in combination with independent work of students for formation and development of the professional skills which are trained. Independent work has to bear not only reproductive functions on fixing of the passable material, but also to induce students to active self-education, creative preparation for effective professional activity. Use of computer graphic tasks with entertaining elements when training students in graphic disciplines promotes increase of level of informative activity of students, development of creative abilities and profound studying of a subject. The new original graphic task on descriptive geometry with use of computer technologies for students of auto makers is offered. The graphic task consists in creation of electronic model of the car as solid-object one of two developed ways of modeling. In the course of performance of a task students solve the main geometrical objectives by definition of a form and constructive and geometrical parameters of the spatial objects entering a car design and in parallel master 3D modeling in AutoCAD or Solid Works packages. It is proved that inclusion in educational process of the graphic task developed taking into account a professional orientation trained, increases its efficiency. The task performed during the first semester promotes fixing and profound studying of fundamentals of descriptive geometry and development of computer graphics. It can be used when studying 3D computer geometrical modeling for students of the technical directions.

A geometric surface model is formed taking into account given functional, structural, technological, economic, aesthetic requirements. These requirements are formulated in geometric terms and are expressed in terms of the surface parameters. The surface is modeled either Kinematics manner, or by way of a twodimensional interpolation. In accordance with in accordance with the kinematic method, the surface is formed as a continuous oneparameter many curves that form simulated in the surface. In accordance with the interpolation method, the surface consists of a set of elementary two-dimensional fragments. The article considered cinema optical method based on the use of curves of the second order of change-nests of the eccentricity as the main shaping element. To control the shape of the design surfaces are used for guide ruled surfaces (cilindroidy and conoid). Computer program is compiled, which determines the eccentricity of the forming curves of the second order depending on the boundary conditions. The program allows you to plot curve of the second order, given an arbitrary set of five coplanar points and tangents. When modeling the surface of the passing through a closed circuit, is used the mapping of this contour in four-dimensional space. Such mapping gives more possibilities for control surface shape. It is shown that the kinematics method computer simulation of the surface has technological advantages properties instead of interpolation method.

The famous phrase of M.V. Lomonosov: "Mathematics should be studied for it puts mind in order". It is quite possible to rephrase it for descriptive geometry, because geometry is math too. The invention of microprocessor technology, the advent of the personal computer, the discovery of the GMR effect (1988), which dramatically increased the speed and memory capacity of the PC, are called the fourth information revolution in the history of mankind. The whole world took note of this and began to apply, only in Russia some extreme reformers of geometry assumed that if computer graphics arose, it might well replace geometry. Computer graphics, of course, can be applied to solve various geometric problems. But what is important for a University that aims to teach? The process of learning or the mere result on display obtained just by pressing the buttons? More important is how this result is obtained and with what algorithm. Therefore, the feasibility of the use of graphic programs in solving typical tasks of descriptive geometry is very much an open question. A student solving the task via computer is concerned not with the search of geometric algorithm, but with the search of a suitable option that could give an answer. But not all geometrical problems are amenable to the available buttons. Submerged into virtual world, a student begins to think in terms of this world and cease to be aware and to pay attention to fundamental, basic geometric regularities taught in descriptive geometry course. Comparing geometric and computational algorithms is incorrect because there is no knowledge of the “hidden files” of graphic editor. We can assume that the iterative scheme is implemented. Frontal iterative computer graphics schemes are good for getting answers, but unsuitable for the study of constructive geometry methods.