AI will become an auxiliary tool in technical work. From a didactic point of view, the following must be considered what role AI can actually play, whether it has more of a calculating/dimensioning effect or is actually formative and what professional ethics need to be conveyed in technical teaching to ensure responsible use of AI. This article examines the thesis that AI will have an influence on curricular developments and teaching/learning formats in technical education - and therefore also requires tools such as COMET to assess holistic, open-ended tasks. To test this thesis, common AI systems were confronted with three types of tasks: A subject mathematical calculus, dimensioning task and a design task. It was shown that AI has a high solution accuracy, especially in the mathematical area, with corresponding derivation of the calculus. The more design is required and a new solution is to be developed beyond the known, the worse the AI-generated results become. The article comes to the conclusion that a higher degree of PBL orientation in technical teaching will be necessary in order to transparently disclose the responsible use of AI (through its use in the project) and to enable feedback tools such as COMET to support technical Lecturers both during the re-flection phase and in the certification of academic achievements.