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The laboratories of Food, Chemistry, Physics, Microbiology and Computer laboratories are in the Faculty of Engineering and Natural Sciences, and Nursing Department Skill Laboratories are in the Faculty of Health Sciences. Our laboratories, which enable our students to practice the theoretical knowledge they learned in the courses, also provide our academicians infrastructure for their academic work and research.


Research and development activities and course applications are carried out in our laboratories for the Department of Food Engineering at the Faculty of Engineering and Natural Sciences. Established on a closed area of approximately 250.00 m2, this unit consists of Food R & D, Microbiology and Chemistry Laboratories.  These laboratories assist in the application studies for the undergraduates in Food Engineering and help scientific research for post-graduate thesis studies.

The list of tools and equipments in the Food Engineering Department Laboratory are as follows.

Food R&D Laboratory

  • GC-FID Gas Chromatography – Flame Ionization Detector
  • Uv Visible Spectrophotometer
  • Displaying Microscope Systems
  • Ultrasonic Homogenizer
  • Digital Refractometer
  • Water Activity Indication Device
  • Polar Material Measuring Device
  • pH Meter
  • Conductivity Meter
  • Homogenizer
  • Muffle Furnace
  • Drying Oven
  • Water-Bath
  • Vortex Mixer
  • Orbital Shaker
  • Grinder
  • IR Thermometer
  • Fume Cupboard
  • Precision Scale

Chemistry Laboratory

  • Soxhlet Oil Indication Device
  • Kjeldahl Nitrogen Indication Device – Distillation Unit
  • Rotary Evaporator
  • Automatic Titrator
  • Melting Point Indication Device
  • pH Meter
  • Ultra-Pure Water System
  • Water-Bath
  • Fume Cupboard
  • Precision Scale


Microbiology Laboratory

  • Incubator
  • Colony Count Device
  • Inoculation
  • Retort
  • pH Meter
  • Scale
  • Ultrasonic Bath
  • Drying Oven
  • Microscope



Professional skill laboratories are crucial in gaining knowledge and skills for students to protect the individual and the community. for the students who have started nursing education to understand the profession and to provide more systematic, more conscious and more scientific care to sick individuals is only possible by creating a similar hospital environment. The laboratory is necessary for students to be able to carry out occupational-based practices in a safe environment before they contact the patients. Students will learn care practices in the Laboratory of  Professional Skills Training without harming adult and child patients and will be able to provide quality and safe care to the patients once they have gained qualification.

Students will find individual practice opportunities by dividing all applications into four groups of 10 people and repeating them with the peer review method andby the guidance of their instructor. The students will repeat the skills as often as they need and become autonomous outside of the lab hours.

In the laboratory there are four patient care models suitable for human anatomical structure; and these models provide a practical application of the basic healthy / patient-specific interventions, such as student hygiene care practices, oral and parenteral drug applications (eyes / ear / rectum / vagina, intradermal, subcutaneous, intramuscular and intravenous drug applications etc), joint-span motions and nursing practices for all systems.

There are arm models with veins suitable for human arterial anatomical structure. Filled with artificial blood / liquid, these models are suitable for intravenous injection and intravenous infusion training. In addition, models for intradermal, subcutaneous and intramuscular injections, wound care(ostomy, surgical bandage, dressing, pressure wound care),enema and urinal catheterization and cardiac and respiratory system evaluation are available. All models are available in four sets, ready to work with four groups of students.

With the patient modeling model, which is one of the most important models of the Laboratory of  Professional Skill Training, students can experience the patient approach in the context of realistic scenarios. Thus, when students meet with an adult or child patient in a real hospital setting, with the ease of having all these applications performed,  they will act confidently and won’t perform any faulty practices.