One of the shortcomings in most efforts to integrate art and science is that many people have a shallow understanding of art, which inevitably leads to shallow connections between art and science. Coloring drawings of planets, building sculptures of volcanoes, and decorating scientific diagrams are fine activities, but they do not link science and art in powerful ways. One way to more deeply connect art and science is to consider art in its more broad form--aesthetics, and in this case, sublime. Aesthetics is the study of beauty, taste, transcendence, and sublime. In aesthetics, sublime describes a feeling of astonishment at a phenomena, event, or experience. This article helps teachers make apparent the artistic concept of sublime as they complete an integrated math/science activity that gives students a better sense of how big "big numbers" really are. As students begin to appreciate the enormity of these numbers--which are used in various science disciplines from geology, astronomy, physics, and more--they can in the same way begin to appreciate the sublime in other areas they observe in the natural environment, thus developing deeper artistic awareness. (Contains 1 figure.)