Make an Eardrum
Right now, while you read this sentence, your eardrums are vibrating. Every sound that has ever reached your ears — every voice, every song, every crash — moved them. You have never seen it happen. This experiment lets you build a model eardrum

5-12 yrs
Easy
20
min
Stage 1-3

Mission Briefing.
Designed by Darin Carr (BSc, DipEd)
NESA Accredited Teacher Chemistry & Physics Specialist
Creator of the LAB™ Learning System
Alex
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Make an Eardrum
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NESA Accredited Teacher
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High school chemistry & physics specialist 30+ years
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The Crazy Scientist in primary schools — 15 years
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International conference presenter on science education
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Creator of the LAB™ Learning System
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Curriculum aligned: NSW Science & Technology K–6 (2024)
A picture is worth a thousand words — check this out and see if you can spot the science hiding in plain sight.
Mission Equipment
One round balloon
Scissors
A plastic cup or empty tin can (open at the top)
A rubber band
Table salt or coloured cake sprinkles
A sound source — your voice, a phone speaker, or hands for clapping
Let’s Investigate
1
Make the ear drum
Cut the neck off the balloon — the narrow part you blow into — and discard it.
Stretch the remaining round part tightly over the open top of the plastic cup or tin can.
3
Make a prediction
Before making any sound — predict.
Will speaking near the membrane make the salt move?
Will shouting move it more than whispering?
2
Add the salt
Sprinkle a thin, even layer of table salt or coloured sprinkles onto the surface of the balloon membrane.
Use enough to cover the surface loosely — you should be able to see individual grains spread across the whole membrane.
4
Hold the cup at arm's length and speak directly toward the membrane — say a word clearly and watch the salt.
Try whispering, then speaking at a normal volume, then saying a loud, low sound like "BOOM."
Watch how the salt responds to each.
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The Crazy Scientist LAB Learning System™
Every experiment follows The Crazy Scientist Lab Learning System™ — a simple way to help kids think like real scientists.
We
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LINK to what they already know,
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ACTIVATE curiosity through hands-on discovery
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BUILD understanding that actually sticks.

Think about the last time you heard a really loud sound — a clap of thunder, a door slamming, music turned up high. You didn't just hear it. You might have felt it.
Where in your body did you feel that? Your chest? Your ears? What was actually happening inside your body when you felt that vibration?
Now look at the balloon stretched over the cup. Before you make a single sound — predict: if you speak toward the membrane without touching it, do you think the sound waves travelling through the air will have enough energy to move the salt? And will a louder sound move it more than a quiet one?

You have spoken at the membrane, tested your distance, and compared a tight membrane to a slack one.
Think back to the first moment you spoke toward the membrane and the salt moved. Describe what you saw — did all the salt move at once, or did some grains respond more than others? Was the movement smooth or sharp?
Recall the difference between whispering and saying "BOOM." What changed about the salt's movement — was it the number of grains that moved, how far they jumped, or both?
When you moved further away and the movement decreased, what does that tell you about what happens to sound energy as it travels through the air?

Your eardrum is a membrane that responds to sound waves travelling through air — the same principle your balloon model just demonstrated.
A stethoscope has a flat disc at one end that is pressed against the body.
When a doctor listens to your heartbeat, the disc vibrates with each thump and sends those vibrations up the tube to the earpieces. How is that disc similar to the balloon you just built?
"Want the full teacher guide? The Crazy Scientist Lab includes classroom delivery tips, how to manage the WOW moment, differentiation for Stage 2 & 3, — ready to teach tomorrow."
Think Like a Scientist
Scientists don't just do ONE experiment; they change one part of the experiment (independent variable) and then see how it affects another part of the experiment
(dependent variable)
Change ONE variable and test again.
Does the tension of the membrane change how well it responds to sound?
Does the distance between the sound source and the membrane change how much the salt moves?
🧪 Try it! Change ONE thing and test again. What did you discover?

Dr Puddledrip’s Science Tip
Want to go deeper? Tap a section below to explore. ▼
The Science Behind It
Sound travels through air as a pressure wave — a pattern of compressions (air molecules pushed together) and rarefactions (air molecules spread apart) that moves outward from the source in all directions. When this wave reaches the balloon membrane, each compression pushes slightly against it, and each rarefaction pulls it back. The membrane vibrates in and out, matching the frequency of the incoming wave exactly.
The salt grains on the membrane's surface are carried by these vibrations. Each tiny inward movement of the membrane flicks the grains upward; gravity returns them. At the frequencies of a human voice, this happens dozens to hundreds of times per second — fast enough to look like continuous dancing, but slow enough to be visible to the naked eye.
Your real eardrum, the tympanic membrane, is a thin oval disc about 8–10 mm across, stretched across your ear canal. It behaves in exactly the same way as the balloon. Sound waves cause it to vibrate; those vibrations are then transferred to three tiny bones in your middle ear — the malleus, incus, and stapes — which amplify and carry the vibration to the cochlea in your inner ear, where it is finally converted into electrical signals your brain reads as sound.
Extension: G&T Years 5 & 6
Vocabulary
Know a parent or teacher who'd love this? Send it on! 👇

READY TO TEACH THIS
TOMORROW?

Running the experiment is easy; however, teaching it well is another challenge.
Teachers often ask:
How do I adapt this for Stages 1,2 or 3?
What do I do with fast finishers?
What misconceptions will they have?
How do I structure this for a full class?
What syllabus outcomes does it cover?
What do I say when they ask WHY?
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