Development
The 641 was a developed version of its predecessor, the 1989 Ferrari 640 designed by John Barnard. The updated 641 design was overseen by Steve Nichols, and was powered by a 3.5 litre V12 engine, first with the type 036, and later in San Marino with the updated 037. The car scored 6 wins in the 1990 season (Prost 5 wins, Mansell 1 win) Incorporating the semi-automatic gearbox developed during the previous season, the car was seen to be technically advanced. The aerodynamics were reworked and the chassis given a slightly longer wheelbase than its predecessor. Ferrari's major coup was signing reigning World Champion Alain Prost from McLaren to partner Nigel Mansell. As such, Nichols designed the car with Prost's smooth driving style in mind. A variable inlet trumpet system on the engine was tested throughout the season, but did not become standard equipment.
Prost worked hard on improving the reliability of the gearbox and also worked behind the scenes to bring the whole Ferrari team closer together. Prost's development work helped the 641 chassis to be extremely fast and competitive, and he scored five wins, including a remarkable victory from 13th place on the grid in Mexico, and challenged his nemesis Ayrton Senna for the championship. Although the car occasionally struggled in qualifying, it appeared to have the edge on the McLarens in race trim. However, the famous collision between the two drivers at the Japanese Grand Prix sealed the drivers' championship for Senna and the constructors' championship for McLaren. Prost finished runner-up in the championship and Mansell finished 5th and scored 1 win, including an excellent performance in his last race for Ferrari at Adelaide, where he finished 2nd and almost won that race from Nelson Piquet and his Benetton. It would be another seven years before Ferrari would challenge for either championship again.
Read more about this topic: Ferrari 641
Famous quotes containing the word development:
“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)
“The proper aim of education is to promote significant learning. Significant learning entails development. Development means successively asking broader and deeper questions of the relationship between oneself and the world. This is as true for first graders as graduate students, for fledging artists as graying accountants.”
—Laurent A. Daloz (20th century)
“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] (1835–1910)