The aim of this paper is to briefly present ways to improve the interest of students who begin to attend physical acoustic courses and give examples of exercises (among many others) dedicated to the deepening of their training. Regarding the interest of students who are just beginning, two particular questions arise: how is the attention of these students gained? and how would the students be properly trained when starting out? An attempt to answer these questions is given at the beginning of the paper. Then, the paper continues with a brief presentation of some problems, which are extracted from a three-volume textbook that was published recently, precisely posed, and solved in detail analytically in an exact or approximate manner, even numerically, according to the three levels (bachelor, master, and Ph.D.) while offering an opportunity to deal extensively with the modeling of important topics in acoustics, which are treated as having several ways to be addressed. V