Development
The UT-1 was designed as a single-seater advanced trainer and aerobatic airplane by the team led by Alexander Sergeevich Yakovlev. The first prototype, designated the AIR-14, was flown in early 1936. The AIR-14 was a small low-winged monoplane with a fixed tailwheel undercarriage, with a welded steel fuselage and a wooden wing.
After some changes, the AIR-14 was accepted for production. Among other improvements, the 75 kW (100 hp) Shvetsov M-11 radial was changed to the more powerful 86 kW (115 hp) M-11G. The plane received the designation UT-1 (uchebno-trenirovochnyi {учебно-тренировочный}, primary/advanced trainer); despite this designation, it was not suitable for primary training.
The UT-1 was used as a transitional type between the UT-2 and fighters like the I-16. It was not easy to fly, requiring precise piloting, thus forming an ideal intermediate between basic trainers and the maneuverable but tricky to fly I-16. In 1939 the plane was modified by moving the engine 26 cm (10 in) forward, which improved its handling. During production, the 112 kW (150 hp) M-11E engine was also used. Soviet pilots broke several records on the UT-1 before the war, some on its floatplane variant. In total, 1,241 aircraft were built between December 1936 and 1940.
During World War II, from 1941, the UT-1 was also used for reconnaissance. Some were used as improvised combat machines, after fitting with underwing machine guns or even 2 unguided rockets. In February 1942, about 50 UT-1 were converted in workshops as improvised ground attack planes UT-1B (УТ-1б), fitted with two machineguns and 2-4 rockets. They were next used in the Black Sea Fleet aviation in Sevastopol and Caucasus. The survivors were disarmed in December 1942.
Read more about this topic: Yakovlev UT-1
Famous quotes containing the word development:
“Understanding child development takes the emphasis away from the childs characterlooking at the child as good or bad. The emphasis is put on behavior as communication. Discipline is thus seen as problem-solving. The child is helped to learn a more acceptable manner of communication.”
—Ellen Galinsky (20th century)
“The experience of a sense of guilt for wrong-doing is necessary for the development of self-control. The guilt feelings will later serve as a warning signal which the child can produce himself when an impulse to repeat the naughty act comes over him. When the child can produce his on warning signals, independent of the actual presence of the adult, he is on the way to developing a conscience.”
—Selma H. Fraiberg (20th century)
“Such condition of suspended judgment indeed, in its more genial development and under felicitous culture, is but the expectation, the receptivity, of the faithful scholar, determined not to foreclose what is still a questionthe philosophic temper, in short, for which a survival of query will be still the salt of truth, even in the most absolutely ascertained knowledge.”
—Walter Pater (18391894)