• @1veritasium if the sun spontaneouslyï»¿ turned into a blackhole, would it pull us in.

• If it were the same mass as our sun, no. Toï»¿ us the gravitational effect should be the same as it is now so we would orbit like normal. Of course our sun will never become a black hole, only a red giant in 5 billion years, and thereafter a white dwarf...

• As a prot warrior, I also think mastery isï»¿ important

• Really interestingï»¿ research.

• You are a motivated learner. You are actively looking for answers and skeptical of your own reasoning and intuition. Remember getting lectured byï»¿ your parents....remember what they actually said? probably not, because you already "knew".

• I absolutely, 99% disagree.

While mathematics is different in science, that is as far as I will agree with you. If graphing a function is "intuitive" (whatever that means), then why did it take humanity over a thousand years to come up with the Cartesian coordinates after Euclid collected the geometric proofs for hisï»¿ textbook: The Elements?

Most people (myself included) only "know" math well enough to do problems we're trained to do; we don't know math, since we can't explain the proof.

• I've been arguing with one of my friends for months that you don't actually absorb any useful information when watching videos (or from professors thatï»¿ read off slides!). The person watching/listening doesn't have time to process the material presented (it's too passive).

In my experience, I've found it more helpful to pick up a book, make short notes on the material and finally to write out a one-page summary.

Videos give great introductions to topics, but nothing beats self-education.

• I thinkï»¿ math is different from science in the sense that we generally don't have incorrect preconceived notions about it. Graphing a function is pretty intuitive, I think.

• I disagree, Derek. I took Math 12 just recently in order to get into a technical school (BCIT), and didn't know anything that was presented in the class.

The Khan academy videos taught everything much better than the teachers in the class, and after watching the videos and doing the onlineï»¿ exercises, I got an A+ in both terms.

Without the online exercises, I would understand your argument, but the exercises reinforce CORRECT learning. I would appreciate your thoughts on this!

• I started using Khan Academy a few weeks ago and came to the same conclusion myself. I'm an engineering student, and I find it brilliant as a revision tool, and also to learn new maths topics that I havent't covered yet, but I think that I only find it helpful/understandable because I already have a good knowledge of the subjects I'm watching. I'm not so sure how well I'd fare learning an entirely new subject. Duringï»¿ the summer I will be trying that out, perhaps with Chemistry.

• I would be interested to see if this research could in any way be applied to how people think about logic. Obviously in many ways logic is somewhat more abstract than physics, in that it's difficult to provide visual demonstrations of the concepts in question, but I have noticed that students often go into learning situations with false notions aboutï»¿ what logic is and how it works, and those ideas are rarely challenged no matter what. Although, I think other factors may also be at play here.

• I completely agree with the point you make here about breaking people's misconceptions. I now always think twice before giving answers to questions like these. However,ï»¿ your video style does not seem to be conducive to a comprehensive syllabus like Khan's video's. Thus i think your videos are great to focus on common misconceptions and are great to change the way people think, but for learning a full course of physics, Khan's videos are ideal.

• @1veritasium I'm just a truck driver, so forgive me if I sound stupid. I was told that neutrinos were a massless particle. If so, then would they needï»¿ an infinite amount of energy to break light speed. And if the higgs field gives particles mass, would that mean they simply aren't effected by it.

• To learn about somethingï»¿ one must unlearn and relearn.