Glendon Mellow, 36, is a Toronto-based science illustrator whose work has appeared in academic journals, magazines and popular science blogs. He writes about the intersection of art and science and shares his sketches with readers on the Flying Trilobite ( http:// glendonmellow.blogspot.com/ ), a reference to his drawing of a winged version of an extinct armored marine arthropod. He also tweets as @flyingtrilobite. Questions and answers are edited.

Q. What have you learned about science and art as a result of dabbling in both?

The amount of people who are scientifically literate in the arts is growing in my perception. I think back to 10 years ago when I started my undergrad, science was really glossed over. You were supposed to do a painting from your own experience, and they were talking about your commute or your own backyard. They weren't talking about symbiosis with E. coli. That was frowned upon.

Q. What is your process for making sure your work isn't just beautiful, but accurate?

Accuracy is something you have to play with anyway. I'm the guy who sticks wings on trilobites, so it's not something I'm always too worried about. But I want the trilobite to be accurate and I want the wings to be accurate - even if I am sticking them together. You just have to be widely read and hope you're looking at the right sources for information.

Q. Your work also blends in fantasy elements at times. Where does that inspiration come from?

I've always been inspired by mythology, and a lot of it just comes from looking at amazing pictures that are completely fictional. We know about all these incredibly fantastic animals, so why not riff on Egyptian animal-headed gods and come up with a new one. Instead of an ibis or a jackal head, let's put a trilobite on there. Sometimes it's a challenge just to do it.

Q. Do you think art can be effective in getting children interested in science?

My wife teaches primary school, and the kids are always the most excited when they get to do science experiments and art. There's a definite relationship between them. Both are very exploratory processes where children have to self-direct, discover and aim for some kind of outcome.