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:
“Sleep hath its own world,
And a wide realm of wild reality.
And dreams in their development have breath,
And tears, and tortures, and the touch of joy.”
—George Gordon Noel Byron (17881824)
“As a final instance of the force of limitations in the development of concentration, I must mention that beautiful creature, Helen Keller, whom I have known for these many years. I am filled with wonder of her knowledge, acquired because shut out from all distraction. If I could have been deaf, dumb, and blind I also might have arrived at something.”
—Mark Twain [Samuel Langhorne Clemens] (18351910)
“Dissonance between family and school, therefore, is not only inevitable in a changing society; it also helps to make children more malleable and responsive to a changing world. By the same token, one could say that absolute homogeneity between family and school would reflect a static, authoritarian society and discourage creative, adaptive development in children.”
—Sara Lawrence Lightfoot (20th century)