If you will allow me the indulgence of addressing this answer to what I perceive your situation to be, I think we might make some progress.
Judging for your posts I'd guess that you are near the beginning of your studies in physics--and presumably doing well because the conceptual understanding embedded in your writing is quite good for a beginner---and that colors how you think about physics just as my situation colors mine.
The post that you are describing as "applications" I would describe as "textbook conceptual question". They are solved immediately by anyone who understands the relationships between the abstract representations that we use and the physical reality that goes with them. You gave a perfectly good answer to the capacitance question, but it consists of connecting the verbal representation of the problem ("charge drawn from a battery") to the mathematical representation ("Q \propto C_{eq}"). The accepted answer to the same question connects the verbal version with a pictorial version and is also correct and useful to the asker. It is typical that there are at least three useful representations of every physics concept and moving between them is sometimes difficult for beginners but is generally very easy for more experienced practitioners.
As you continue in your studies you will find that fluent moves between multiple representations of a single problem are a foundation skill. In fact I know at least one Physic Education Researcher who defines upper-division level thinking in terms of fluency with multiple representations and differing levels of abstraction.
Consider the difference between that capacitance questions and the recent one about the relationship between coin masses and the noise they make on hitting a hard surface (that is a pretty advanced example, but it is to make the point).
Some more posts with which to exhibit different levels of sophistication:1
Observations in the cathode ray tube experiement Here the asker is having trouble applying what they know (or should) know about atoms and cathode rays to a real world problem. The explanation requires an understanding of the environment inside a CRT, and the integration of three physical concepts.
How to choose a α, β, γ measurement detector? This question is about the strategy for apply physics knowledge to a design problem and is really too broad. My "answer" simply explains how big the field is and give a couple of vague generalities. People build industry careers on knowing how to do that.
How can scintillation gamma-spectrometers work given that track length is different for different angles? A practical application question for which the answers are well known. This would be a textbook question for a student just beginning to study the experimental aspects of nuclear or high-energy physics. Again, the answer required knowing several physics facts: how gammas interact with matter: how light propagates in scintillation counters and is converted to latchable electronic signals, something about the geometric limitations of hodoscopes.
How are the masses of unstable elementary particles measured? Another experimental particle-physics question. There are several different answers and knowing which ones to use is a matter of experience.
How quark electric charge directly have been measured? An application question at a moderately high level of sophistication; this requires a pretty sophisticated understanding of experimental particle physics technique and theory.
Solar neutrino predictions Not really a "application" questions but a "state of the discipline" one. Requires lots of familiarity with what has been done, but not a lot of physics.
1 I've taken these examples from my area of expertise because I knew I could find them quickly, but the site has examples at many levels of sophistication from many different areas of physics.
