This article is devoted to an obvious terra-incognita in contemporary education and Atlántida on the natural science planet – the applied mathematics subject. This subject normally should be the central one after the practice-orientation principles (likely wrong enough) were announced as the main educational keystone, but it isn’t. The strange negative success of this discipline can be explained partially by its’ specific (long chain methods) and partially by not understanding this circumstance. In the article, we continue the chain of publications explaining how one should build an applied mathematics course based on malty-parametrical problems [2]. Here we talk about applied mathematics course possibilities and content constraints.