Development and Early Use
The Sidewinder was quickly reverse engineered as the K-13 (also called R-3 or Object 300) and entered limited service only two years later in 1960. This was followed by the improved K-13A (R-3S, Object 310), which entered service in 1962. The R-3S was the first version to enter widespread production, in spite of a very long seeker settling time on the order of 22 seconds (as opposed to 11 for the original).
The R-3S was seen by the West in 1961 and given the NATO reporting name AA-2A 'Atoll'. Minimum engagement range for the R-3S is about one kilometre. All K-13 variants are physically similar to Sidewinder, sharing the 5 inch (127 mm) diameter. Subsequent examination of AA-2 missiles captured by NATO forces showed that parts from an AIM-9 could be interfaced with parts from an AA-2 and either combination would still work.
While the R-3S was being introduced in 1961, work started on a semi-active radar homing (SARH) version for high-altitude use, the K-13R (R-3R or Object 320), similar to the little-used US Navy AIM-9C Sidewinder (carried by the F-8 Crusader). This took longer to develop, and did not enter service until 1966. This version was designated AA-2B by NATO.
Three training versions were also developed. The R-3U ("uchebnaya", training) was an empty missile body with a homing set, allowing pilots to get used to the aiming of the system. The R-3P ("prakticheskaya", practice) was a complete missile without an explosive warhead. The RM-3V ("raketa-mishen", target-missile) served as an aerial target.
Read more about this topic: K-13 (missile)
Famous quotes containing the words development and/or early:
“For the child whose impulsiveness is indulged, who retains his primitive-discharge mechanisms, is not only an ill-behaved child but a child whose intellectual development is slowed down. No matter how well he is endowed intellectually, if direct action and immediate gratification are the guiding principles of his behavior, there will be less incentive to develop the higher mental processes, to reason, to employ the imagination creatively. . . .”
—Selma H. Fraiberg (20th century)
“Quintilian [educational writer in Rome around A.D. 100] thought that the earliest years of the child’s life were crucial. Education should start earlier than age seven, within the family. It should not be so hard as to give the child an aversion to learning. Rather, these early lessons would take the form of play—that embryonic notion of kindergarten.”
—C. John Sommerville (20th century)