A number of widely used industrial chemicals have been shown to possess endocrine-disrupting properties. In this thesis, a series of in vitro tests, and an in vivo reproductive performance test with fathead minnows, were used to clarify the extent of estrogenic activity exhibited by the phthalate esters - a class of compound hitherto referred to as 'estrogenic'. Using a recombinant yeast estrogen screen, I demonstrated that a small number of commercially available phthalates showed extremely weak estrogenic activity. The most potently estrogenic phthalate of those tested was BBP, which was approximately one million-fold less potent than 17B-estradiol. The phthalates which were estrogenic in the yeast screen were also mitogenic on estrogen-responsive human breast cancer cells (MCF-7 and ZR-75 cell lines). The most prolifically used phthalate, DEHP, was not estrogenic in any of these assays. The small number of metabolites of phthalate metabolites tested (including MBuP, MBzP, MEHP and MnOP) were also not estrogenic in the recombinant yeast assay. The ability of BBP (as the most potently estrogenic phthalate in vitro) to induce a vitellogenic response (an indicator of estrogen exposure) in fathead minnows (Pimephales promelas) exposed via the water was assessed. No induction of vitellogenin was observed, indicating that 100 Jlg BBP/L (a concentration higher than would normally be found in the environment) is not estrogenic to this species of fish under the conditions employed for this experiment. In the same study, fecundity of breeding pairs of fathead minnows was assessed; exposure to BBP was not found to affect reproductive performance in these fish. A possible alternative mechanism of action of the way in which the phthalates induce frequently reported reproductive disorders was observed. Some of the phthalates, and, notably, some of their metabolites, were demonstrated to act as anti-androgens in a recombinant yeast androgen assay. 4-Nonylphenol is another industrial chemical which is used in large volumes, and due to the nature of its use (mainly in detergent formulations), is discharged into water systems via sewage effluents. This chemical has been shown to be estrogenic to fish at the concentrations at which it has been detected in the environment. 4-Nonylphenol was tested for its ability to affect plasma and pituitary gonadotropin levels in female recrudescing rainbow trout (Oncorhynchus mykiss). Plasma and pituitary levels of FSH were suppressed in fish exposed to 10 and 100 Jlg 4-NP/L. In addition, FSH gene expression was reduced in these fish, and also in the fish exposed to 1 Jlg 4-NP/L. Pituitary LH content and gene expression of this hormone were suppressed in the fish exposed to 100-, and 10- and 100 Jlg 4-NP/L respectively. Gonadal development in vertebrates is regulated by FSH. Ovarian development ceased in the fish exposed to 100 JAg 4-NP/L, possibly as a result of the suppression of FSH synthesis and/or release in these fish.

The 96-hr LC50 of cyfluthrin in Pimephales promelas ata temperature of 23*C and a pH of 8 was 1.08 g/L. The toxicity of cyfluthrin was inversely related to temperature and pH. A temperature of 10*C and a pH of 6 significantly decreased the 96-hr LC50 to 0.009 gg/L. Likewise, sublethal exposures to cyfluthrin significantly affected the fathead minnow's ability to tolerate high and low temperatures. Cyfluthrin compromised the fathead minnow's lower temperature tolerance (CTMin) by 60C and the upper temperature tolerance (CTMax) by 20C. Although cyfluthrin may not be present in the environment in large amounts due to its physical and chemical properties, small concentrations ( g/L) may adversely affect fish populations.

The response of aquatic species to contaminants is often context dependent as illustrated by the influence that predation cues can have on the toxicity of some chemicals. We sought to gain additional insight into this interaction by examining how predation cues (alarm cue and fish kairomone) influence metabolic rate and the acute toxicity of sodium chloride and cadmium to fathead minnow larvae (Pimephales promelas) and sodium chloride to Daphnia pulex neonates. Consistent with a “flight or fight” response, the metabolic rate of fish larvae was elevated in the presence of alarm cue and growth of the minnows was also significantly reduced when exposed to alarm cue. The average 48-h LC50 for fathead minnows exposed to sodium chloride was significantly lower in the presence of alarm cue and kairomone combined as compared to tests with the salt alone. Analysis of the dose and survival response indicated alarm cue increased sensitivity of the fish to mid-range salt concentrations in particular. These results suggest an energetic cost of exposure to predation cues that resulted in enhanced toxicity of NaCl. Exposure to kairomone alone had no significant effect on salt toxicity to the minnows, which could be related to a lack of previous exposure to that cue. The acute toxicity of cadmium to the fish larvae was also not affected by the presence of predation cues which could be due to a metal-induced sensory system dysfunction or reduced bioavailability of the metal due to organic exudates from the predation cues. In contrast to the fathead minnow results, the metabolic rate of D. pulex and toxicity of NaCl to the daphnids were reduced in the presence of certain predator kairomones. This suggests an anti-predator response that enhanced tolerance to the salt. This study illustrates that the effect of predation cues on toxicity of aquatic contaminants can vary significantly based on the prey species, type of cue, and chemical stressor.

Many prey species lack innate recognition of their potential predators. Hence, learning is required for them to recognize and respond to predation threats. When wild-caught, these same species may show amazing sophistication in their responses to predator cues. They are able to adjust the intensity of their antipredator responses to a particular predator according to the degree of threat posed by that predator. This ability is therefore acquired through learning. While many studies have shown that prey can learn to respond to predator cues through different learning modes, little is known about what the prey are actually learning. The results presented in this thesis show that learned predator recognition goes beyond the simple labelling of predators as dangerous. Using fathead minnows (Pimephales promelas), woodfrog (Rana sylvatica) tadpoles and boreal chorus frog (Pseudacris maculata) tadpoles, I demonstrated that a one time learning event, either through pairing with alarm cues or through social learning, was enough for prey to learn the level of threat associated with the novel predator cues. I showed that the level of danger associated with the predator cues was determined by the concentration of alarm cues when learning through pairing of alarm cues, or by the intensity of antipredator response displayed by the tutors and by the tutor-to-observer ratio when learning occurred through cultural transmission. Moreover, when subsequently exposed to predator cues, prey adjusted their antipredator responses according to the change in concentration of predator cues between the learning event and the subsequent exposure. Prey displayed stronger antipredator responses when exposed to higher concentrations of predator cues and vice versa. When minnows were provided with conflicting information about the danger level associated with a predator, they displayed a safety strategy and used the most recent information available to respond to predation threats. On a longer time scale, the data also suggest that woodfrog tadpoles are able to learn to respond to predation threats according to the risk posed by the predator at different times of day. Finally, I showed that prey learn to recognize particular characteristics of predators and can generalize their antipredator responses to novel species sharing those characteristics. However, generalization of predator recognition is dependent on the level of risk associated with the predator. Threat-sensitive learning is an extremely complex process shaped by the millions of years of selection imposed by predators on prey.

Many prey species lack innate recognition of their potential predators. Hence, learning is required for them to recognize and respond to predation threats. When wild-caught, these same species may show amazing sophistication in their responses to predator cues. They are able to adjust the intensity of their antipredator responses to a particular predator according to the degree of threat posed by that predator. This ability is therefore acquired through learning. While many studies have shown that prey can learn to respond to predator cues through different learning modes, little is known about what the prey are actually learning. The results presented in this thesis show that learned predator recognition goes beyond the simple labelling of predators as dangerous. Using fathead minnows (Pimephales promelas), woodfrog (Rana sylvatica) tadpoles and boreal chorus frog (Pseudacris maculata) tadpoles, I demonstrated that a one time learning event, either through pairing with alarm cues or through social learning, was enough for prey to learn the level of threat associated with the novel predator cues. I showed that the level of danger associated with the predator cues was determined by the concentration of alarm cues when learning through pairing of alarm cues, or by the intensity of antipredator response displayed by the tutors and by the tutor-to-observer ratio when learning occurred through cultural transmission. Moreover, when subsequently exposed to predator cues, prey adjusted their antipredator responses according to the change in concentration of predator cues between the learning event and the subsequent exposure. Prey displayed stronger antipredator responses when exposed to higher concentrations of predator cues and vice versa. When minnows were provided with conflicting information about the danger level associated with a predator, they displayed a safety strategy and used the most recent information available to respond to predation threats. On a longer time scale, the data also suggest that woodfrog tadpoles are able to learn to respond to predation threats according to the risk posed by the predator at different times of day. Finally, I showed that prey learn to recognize particular characteristics of predators and can generalize their antipredator responses to novel species sharing those characteristics. However, generalization of predator recognition is dependent on the level of risk associated with the predator. Threat-sensitive learning is an extremely complex process shaped by the millions of years of selection imposed by predators on prey.