A model train has a scale of 1 in : 2 ft. If the model train is 9 in tall, then how tall is the real train?

To determine the actual height of the real train given the scale of 1 inch : 2 feet and the model train height of 9 inches, we use the given scale.

The scale 1 inch : 2 feet means that 1 inch on the model represents 2 feet on the real train. Therefore, we can calculate the real height by multiplying the model height by the scale factor.

Given:
- Model height = 9 inches
- Scale = 1 inch : 2 feet

We set up the proportion as follows:

\[
\text{Real height} = \text{Model height} \times \text{Scale factor}
\]

\[
\text{Real height} = 9 \text{ inches} \times 2 \text{ feet/inch}
\]

\[
\text{Real height} = 18 \text{ feet}
\]

Thus, the real train is 18 feet tall.

Would you like more details or have any questions?

Here are some related questions you might find interesting:
1. If the scale were 1 inch : 3 feet, how tall would the real train be?
2. If a model car is 4 inches long using the same scale, how long is the actual car?
3. How do you convert from model measurements to real-life measurements using different scales?
4. What is the actual height if a model building is 15 inches tall with a scale of 1 inch : 10 feet?
5. If the real train was actually 24 feet tall, how tall would the model be?
6. How would you adjust the scale to make a model that is half the size of the original model?
7. What is the relationship between the scale factor and the dimensions of the model and real objects?
8. How would you calculate the width of a real train if the model width is 5 inches and the same scale is used?

**Tip:** When working with scales, it's helpful to write down the scale factor and ensure you multiply or divide correctly to avoid mistakes in conversion.

Learn how to calculate the actual height of a real train using scale factors and proportions. This problem involves understanding proportions in scale modeling, specifically how to convert model measurements to real-life measurements using given scale factors.

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